Cfce  Et&rarp 

of  t|?e 

Qntoerisitp  of  J13ort&  Carolina 


(Collection  of  jRottf)  Catoliniana 
jfrorn  tiie  Etbrarp  of 

H.W.W*\Xer 


379. 5T 
Pi'fc/laJt 


This  book  must  not 
be  take  n  fv  om  the 
Library  building. 

UNIVERSITY  OF  N.C.  AT  CHAPEL  HILL 


LUNC-15M  F.38 
OP-15906 


00049658066 


ASHEVILLE  CITY 
SCHOOLS 


COURSE  OF  STUDY 

FOR 

GUIDANCE  OF  TEACHERS 


SECOND  EDITION 


1906-1907 


PRESS  OF  HACKNEY  &  MOALE  CO.,  ASHEVILLE,  N.  C. 


INDEX 


PAGE 

Arithmetic .  5 

Art . 114 

Domestic  Science . 125 

English .  22 

Ethics .  51 

Geography .  55 

Geometry .  G5 

High  School  Course . 132 

History  and  Civics .  67 

Home  Reading .  78 

Manual  Training . 115 

Nature  Study.  .  ; .  84 

Penmanship .  91 

Physical  Training . 119 

Physiology  and  Hygiene .  92 

Reading .  97 

Sewing . 130 

Spelling . Ill 

Time  Allotment . 113 

Vocal  Music . 125 


INTRODUCTORY  REMARKS. 


This  Course  of  Study  is  meant  as  a  guide  for  the  teacher,  pre¬ 
senting  the  matter  to  be  taught  in  natural  sequence,  rather 
than  as  a  prescribed  amount  of  work  to  be  done.  It  is  a  recog¬ 
nized  fact  that  some  grades  and  some  teachers  are  able  to  do 
more  than  others  working  with  the  same  course  of  study.  Much 
depends  upon  the  teacher,  the  grade,  and  the  social  conditions 
of  the  school  district.  It  is,  therefore,  urged  that  teachers  make 
a  careful  study  of  their  children  and  of  the  course  of  study,  in 
order  that  they  may  make  wise  adaptations  to  suit  their  own 
peculiar  conditions.  At  the  same  time,  it  is  expected  that  the 
unity  and  progressive  order  of  the  course  will  be  maintained. 

It  will  be  seen  that  in  some  subjects  only  type  forms  are  sug¬ 
gested.  In  the  supplementary  reading  course,  many  sets  of 
books  are  suggested.  Some  of  these  will  not  be  available  in 
some  schools,  and  others  will  not  be  necessary.  It  is  for  the 
teacher  to  make  such  selections  of  topics  or  books  as  are  best 
suited  to  the  occasion,  the  grade,  her  own  tastes,  and  the  equip¬ 
ment  of  the  school.  Not  every  lesson  in  the  reader  is,  of  neces¬ 
sity,  to  be  read ;  nor  is  everything  under  the  subject  of  geog¬ 
raphy  to  be  studied.  Such  types  should  be  selected  in  any  sub¬ 
ject,  however,  as  will  preserve  a  natural  pedagogic  order  of 
sequence,  and  develop  the  principles  of  the  subject  in  progres¬ 
sive  order. 

Where  teachers’  helps  are  suggested  it  is  not  to  be  inferred 
that  they  are  the  only  ones  to  be  had,  nor  that  they  are  always 
the  best.  The  teachers’  libraries  of  the  various  buildings  are  so 
different  in  their  collections,  that  it  will  be  necessary  for  each 
teacher  to  study  the  books  of  her  building  carefully,  so  that  she 
may  get  the  most  help  available. 

The  distribution  of  work  presupposes  tAvo  divisions  for  each 
grade,  an  A  class,  and  a  B  class;  and,  consequently,  tAvo  pro¬ 
motions  during  each  session,  or  one  at  the  close  of  each  half 
session.  In  subjects  where  these  divisions  are  not  outlined,  it 
is  expected  that  both  divisions  of  the  grade  will  take  the  work 
as  one  class.  But  if  for  any  reason  a  teacher  finds  it  advisable 
to  make  division  work  of  some  of  these  subjects,  this  may  be 
done. 

Promotions  should  be  based,  not  so  much  upon  what  or 
hoAAr  many  things  a  pupil  knows,  but  upon  what  he  can  do  with 
neAAr  lessons — upon  his  ability  to  meet  and  overcome  difficul¬ 
ties. 

There  is  no  reason  why  a  division  may  not  do  more  than  the 


4 


INTRODUCTORY  REMARKS 


work  prescribed  for  it,  if  it  can  be  done  with  ease  and  tlioro- 
ness.  Therefore,  it  is  not  intended  that  “grades”  shall  neces¬ 
sarily  correspond  to  “years”  of  work.  A  bright  class  should 
not  be  held  down  to  the  course  if  it  can  go  farther. 

One  of  the  purposes  of  the  topical  method  followed  in  the 
course  is  to  break  up  the  habit  some  teachers  have  of  mechani¬ 
cally  taking  a  text-book  for  a  guide.  It  is  strongly  urged  that 
teachers  who  have  been  in  the  habit  of  following  such  a  prac¬ 
tice,  begin  now  to  make  a  more  scientific  and  pedagogical  study 
and  application  of  their  work.  Let  there  be  a  great  variety  of 
sources  from  which  pupils  can  draw  their  information,  and  en¬ 
courage  on  the  part  of  pupils  the  use  of  other  texts  than  those 
on  the  school  lists. 

Due  acknowledgment  is  hereby  made  for  the  help  got  from 
the  courses  of  study  of  Louisville,  Cleveland,  St.  Louis,  New 
York  and  Goldsboro,  and  also  to  the  teachers  and  principals  of 
this  city  who  have  very  materially  assisted  in  the  preparation 
of  the  course. 

R.  J.  TIGHE,  Superintendent. 


ARITHMETIC 


Many  leading  educators  and  business  men  of  the  country  are 
of  the  opinion  that  radical  changes  are  needed  in  both  the  mat¬ 
ter  and  the  method  of  arithmetic  teaching.  Said  the  Commit¬ 
tee  of  Ten  :  “The  course  in  arithmetic  must  be  at  the  same  time 
abridged,  and  enriched:  abridged  by  omitting  entirely  those 
subjects  which  perplex  and  exhaust  the  pupil  without  affording 
any  really  valuable  mental  discipline;  and  enriched  by  a 
greater  number  of  exercises  in  simple  calculation  and  in  the 
solution  of  concrete  problems.”  There  is  too  much  “mere  figure 
work”  in  our  arithmetic  course,  and  too  little  drill  in  magni¬ 
tude  relations — the  foundation  of  all  mathematical  thought. 
We  need  to  pay  more  attention  to  what  may  be  termed  the 
training  of  the  mathematical  sense  in  children,  or  the  getting 
of  real  number  concepts;  for  without  such  knowledge  as  a  basis 
all  later  work  in  mathematics  must  be  to  a  large  extent  a 
memory  process  and  a  drudgery. 

It  is  evident  that  in  order  to  think  in  mathematics  one  must 
be  able  to  see  clearlv  at  all  times  the  number  relations.  The 

t/ 

child  should  know  that  the  symbol  six  may  carry  with  it  the 
thought  of  magnitude  or  the  thought  of  ratio.  Too  often  a 
number  is  merely  a  symbol  to  the  pupil,  something  to  be  jug¬ 
gled  with  in  order  to  get  an  answer.  He  ciphers,  but  he  does 
not  see  relation.  He  figures,  but  he  does  not  think.  He  cannot 
think  when  the  symbols  are  empty  to  him,  or  have  nothing  back 
of  them  in  consciousness.  So  the  need  of  magnitude  images 
back  of  the  symbols  is  evident,  and  this  can  only  be  got  by  num¬ 
berless  repetitions  of  magnitude  relations  of  concrete  things. 

The  number  idea  has  its  origin  in  measurement,  so  primary 
teachers  now  begin  the  teaching  of  number  with  measurement. 
And  for  all  practical  purposes  the  uses  of  number  end  in  meas¬ 
urement — measurement  of  land,  of  money,  of  products,  of 
heights,  depths  and  lengths,  of  heat,  of  light.  Hence  it  is  evi¬ 
dent  that  in  order  to  train  a  child  to  do  any  mathematical 
thinking  much  must  be  done  in  a  concrete  way.  The  Commit¬ 
tee  of  Ten  in  its  report  makes  special  mention  of  this  need. 

But  there  is  also  another  great  need,  and  it  is  that  of  a 
greater  degree  of  accuracy  in  all  work.  It  is  much  better  that 
a  pupil  should  do  a  little  work  accurately  than  that  he  should 
work  many  problems  and  make  mistakes.  Says  a  noted  writer 
on  this  subject:  “If  in  the  daily  tests  of  the  ability  of  pupils 
in  figuring,  more  than  twenty-five  per  cent,  of  the  papers  are 


0 


ASHEVILLE  COURSE  OF  STUDY 


imperfect,  the  teacher  is  at  fault.  Either  the  lesson  is  too 
heavy,  or  the  teacher  does  not  sufficiently  impress  upon  the  pu¬ 
pils  the  importance  of  accuracy  in  ciphering.”  And  again, 
“The  pupil  has  been  taught  to  believe  that  00  per  cent,  of  accu¬ 
racy  is  good  *  *  *  and  05  per  cent,  excellent.  *  *  *  Then  perhaps 
the  pupil  leaves  school.  For  six  years  he  has  been  taught  that 
05  per  cent,  is  excellent;  00,  good ;  80,  fair ;  and  even  70  good 
enough  to  ‘pass.1  He  goes  out  into  the  business  world,  to  learn 
that  00  per  cent,  of  accuracy  in  figuring,  instead  of  being  good, 
is  absolute  failure;  that  there  is  no  place  in  the  world  for  a 
ninety-per-cent,  accountant.  His  inaccurate  facility  in  the  use 
of  figures  gained  for  him  much  credit  in  the  school  room,  but 
in  the  store  it  is  worthless.  The  fact  that  he  knows  how  to  solve 
problems,  and  can  explain  them  with  the  ‘Fences’  and  ‘sinces’ 
in  their  proper  places,  is  of  no  avail  in  his  effort  to  retain  his 
place  as  an  accountant.  He  is  inaccurate;  hence  his  work  is  of 
no  value  whatever.”  The  remedv  lies  in  the  careful  solution  of 
many  simple  problems  in  which  one  of  the  chief  aims  is  accur- 
,cy.  “Many  a  teacher  sits  up  at  night  to  correct  errors  that 
he  might  better  sit  up  in  the  daytime  to  prevent.” 

The  order  in  which  the  work  must  be  done  is:  perceive ,  ex¬ 
press ,  memorize.  No  two  of  these  steps  are  complete  without 
the  third.  So  Ave  may  have  perception  of  the  relations  and  ex¬ 
pression  of  the  same,  but  unless  these  facts  are  memorized  for 
future  use  there  will  be  little  facility  or  accuracy,  ft  is  aston- 
isliing  to  find  that  often  the  thirty-six  additive  facts  are  not 
learned  in  the  first  five  years  of  school  life.  If  one  of  these  facts 
Avere  memorized  during  each  Aveek  of  the  second  year  the  Avliole 


list  would  be  coATered.  And,  again,  there  are  but  sixty-four  pri¬ 
mary  facts  of  multiplication  which  certainly  ought  not  to  take 
longer  than  four  years  to  learn ;  yet  Ave  find  pupils  in  the  fifth, 
sixth  and  seventh  grades  often  who  cannot  multiply  or  divide 
accurately,  because  tliev  have  not  memorized  some  of  these 
facts.  These  primary  facts  of  number  must  he  memorized  per¬ 
fectly.  It  is  not  sufficient  that  they  be  perceived.  The  real 
teacher  uses  objects  only  so  long  as  they  are  necessary  to  clear 
imaging  of  magnitudes  and  relations ;  but  in  every  case  she  uses 
objects  long  enough  to  accomplish  this.  The  facts  are  then  gen¬ 
eralized  and  memorized.  The  child  should  knoAV  that  C>  and  5, 
or  5  and  G,  are  11  the  instant  he  sees  the  combination  without 
any  expense  of  energy  in  again  imaging  the  magnitudes.  But 
there  will  be  very  little  profit  in  committing  to  memory  until 
the  facts  are  discerned;  just  as  there  will  be  but  little  progress 
until  the  facts  are  memorized. 


ARITHMETIC 


7 


GRADE  1A. 


Reading. — To  100. 

Counting. — By  l’s  to  20  and  back;  by  10’s  to  100  and  back. 
With  objects  at  first. 

Integers  Written. — First,  by  marks  as  I,  II,  III,  IIII, 
mil,  mil  I,  mil  II,  mil  III,  mil  IIII,  IIIII  mil;  sec¬ 
ond,  by  symbols,  1,  2,  3,  4,  5,  to  10. 

Additive  Facts. 

12345678  9  23450789 
11111111122222222 


23456789  10  456789  10  11 


Sums  found  by  counting  objects  at  first;  value  of  each  number 
and  combination,  as,  2  and  4  are  6,  4  and  2  are  6,  should  be  rec¬ 
ognized  at  sight  without  counting;  combinations  memorized. 


Subtraction. — Teach  subtraction  tables  covering  same 
ground  as  addition. 


1 

2 

o 

4 

rr 

0 

6 

7 

8 

9 

10 

— 1 

— 1 

— 1 

— 1 

— 1  - 

-1  - 

-1 

— 1 

— 1 

— 1 

0 

1 

9 

3 

4 

5 

6 

7 

8 

9 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

—2 

9 

— 

—2 

—2 

—2  - 

_ o 

-2 

_ o 

9 

— a 

- 

0 

i 

9 

LU 

3 

4 

O 

6 

7 

8 

9 

Measurements  and  Comparisons. — Pint,  quart;  cent,  five- 
cent  piece,  dime;  contents  of  vessels  measured  in  quarts;  quart 
measured  by  pints.  Objects  bought  and  sold  for  paper  pennies ; 
five  cent  piece  and  dime  measured  by  cent.  Two  groups  of  ob¬ 
jects  of  same  kind  compared  to  find  out  how  many  more  there 
are  in  one  than  in  the  other. 


Exercises  with  ten. 

Problems  should  be  solved  by  arranging  and  counting  objects 
or  their  pictures ;  no  formal  analysis. 

Correlate  whenever  possible  with  manual  training,  nature 
study,  reading,  and  other  subjects. 

Text-Book. — Use  the  first  chapter  of  Smith’s  Primary  Arith¬ 
metic  as  a  reference. 


8 


ASHEVILLE  COURSE  OB1  STUDY 


GRADE  IB. 

Reading  and  Writing. — Numbers  to  100. 

Counting. —  By  2's  to  20.  bv  3’s  to  18,  bv  4’s  to  20,  and  back 
ward  to  starting  point  in  each  case. 

Additive  Facts. 

3456789456789 

3333333444444 


6  7  8  9  10  11  12  8  9  10  11  12  13 

Subtraction. — Cover  same  ground  as  in  addition. 

3  4  5  6  7  8  9  10  11  12 

— 3  —3  —3  —3  —3  —3  —3  —3  —3  —3 


0123456789 

4  5  6  7  8  9  10  11  12  13 

— 4  — 4  — 4  — 4  — 4  — 4  — 4  — 4  — 4  — 4 


012345  6  789 

Develop  with  objects  as  in  1A  and  memorize.  Apply  in  increas¬ 
ing  and  decreasing  a  number  of  two  orders,  no  carrying,  no 
borrowing,  as  5+4=9 ;  25+4=29 ;  85+4=89;  9 — 4=5;  29 — 4 
=25. 

Signs.  +,  — ,  =. 

Written  Work. — In  column  addition  not  more  than  five 
numbers,  no  addend  greater  than  four.  In  addition  and  sub¬ 
traction,  two  orders,  no  carrying,  no  borrowing. 

Measurements  and  Comparisons. — Inch,  foot;  lengths  meas¬ 
ured  in  inches  and  feet.  Contents  in  pints  and  quarts;  no  com¬ 
pound  numbers.  Foot  measured  by  inch,  quart  by  pint,  five 
cent  piece  and  dime  by  cent.  Buying  and  selling,  making 
change.  Lengths  of  lines  of  integral  number  of  feet  or  inches 
compared;  one  line  is  how  much  longer  than  another?  Length 
and  width  of  desk  top,  blackboard,  floor,  and  other  areas  in  the 
school  room. 

Exercises  within  twenty. 

t/ 

Problems. — Oral :  But  one  operation  in  a  problem;  objects 
or  their  pictures  arranged,  and  results  obtained  by  addition  or 


ARITHMETIC 


9 


subtraction  when  the  number  falls  within  the  combinations 
studied.  Numbers  within  twenty.  Written :  Addition  and 
subtraction. 

Correlations. — As  in  1A. 

Text-Book. — Chapter  one,  Smith’s  Primary  Arithmetic, 
should  be  used  as  a  reference. 


GRADE  2A. 

Reading  and  Writing. — To  1000;  Roman  numerals  to  XII. 
In  teaching  the  reading  of  numbers  be  careful  to  bring  out 
the  group  idea  by  naming  the  numbers  at  first  as  follows :  two 
tens  and  one,  two  tens  and  two,  six  tens  and  three.  When  this 
is  clearly  understood  use  ordinary  names,  as  twenty-one, 
twenty-two,  sixty-three.  In  teaching  written  numbers  be  care¬ 
ful  to  bring  out  the  idea  of  place  value,  as  thirty -five  is  three 
tens  and  five,  46  is  4  tens  and  6. 

Counting. — By  3’s  to  30,  by  4’s  to  40,  by  5’s  to  50.  , 

Additive  Facts. — Review  work  of  first  year.  New  combina¬ 
tions  : 

5  67896789789899 

555556666777889 


10  11  12  13  14  12  13  14  15  14  15  16  16  17  18 
Develop  and  memorize  until  recognized  at  sight. 
Subtraction. — Tables  covering  same  ground  as  addition. 


5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

—5 

—5 

—5  ■ 

— 5 

— 5 

—5 

—5 

—5 

—5 

—5 

0 

1 

3 

4 

5 

6 

7 

8 

9 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

—6 

—6 

—6 

—6 

—6 

—6 

—6 

—6 

—6 

—6 

0 

1 

2 

3 

4 

5 

6 

7 

8 

9 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

ry 

—  i 

—7 

—7 

—7 

— 7 

—7 

—7 

—7 

—7 

—7 

— 

— 

— 

— 

— 

— 

— 

— 

— 

— 

0 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 


ASHEVILLE  COURSE  OF  STUDY 


8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

—8 

—8 

—8 

—8 

—8 

—8 

—8 

—8 

—8 

—8 

0 

1 

2 

3 

4 

5 

6 

7 

8 

9 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

—9 

—9 

—9 

—9 

—9 

—9 

—9 

—9 

—9 

—9 

0 

1 

2 

3 

4 

5 

6 

7 

8 

9 

Memorize.  Apply  to  above  combinations  in  increasing  and 
decreasing  a  number  of  two  orders  by  a  number  of  one  order, 
as,  6  plus  7  equals  13,  36  plus  7  equals  43,  9  minus  6  equals  3,* 
79  minus  6  equals  73. 

Fractions. — Halves,  fourths,  thirds,  sixths  of  (a)  single  ob¬ 
jects,  (b)  divisible  numbers.  Illustrate  by  paper  folding,  cut¬ 
ting  of  paper  and  objects,  drawings.  Develop  fourths  from 
halves,  sixths  from  thirds. 

Addition  and  Subtraction. — Written :  Numbers  of  three 
orders;  in  column  addition  not  more  than  four  addends,  the 
sum  of  no  column  to  exceed  thirty.  Subtraction  with  numbers 
of  three  orders  without  borrowing.  Special  attention  to  proofs 
and  accuracy.  Drill  for  rapidity. 

Measurements  and  Comparisons. — Quarter-dollar,  half-dol¬ 
lar,  dollar ;  gallon  ;  hour,  day,  week  ;  square  inch.  Review  units 
of  proceeding  grades.  Exercises  with  units  similar  to  those  in 
IB.  Making  change  to  one  dollar  with  half-dollars,  quarters, 
dimes,  five  cent  pieces,  and  cents,  as  in  common  practice.  Read¬ 
ing  time  by  clock  to  hour,  half  and  quarter. 

Problems. — Oral  and  written,  addition  or  subtraction.  Work 
limited  to  integers  of  two  orders,  and  should  be  within  combi¬ 
nations  studied. 

Text-Book. — Complete  part  one  of  chapter  two,  Smith’s  Pri¬ 
mary  Arithmetic. 

« / 


GRADE  2B. 

Reading  and  Writing. — To  1000 ;  Roman  numerals  to  XX. 
See  suggestions  in  2A. 

Counting. — By  2’s,  3’s,  4’s,  and  5’s,  as  in  IB  and  2B,  as  a 
preparation  for  multiplication  tables;  by  2’s  and  by  3’s  begin¬ 
ning  with  1  or  2  to  100  and  back. 


ARITHMETIC 


11 


Addition  and  Subtraction. — Oral:  The  addition  and  sub¬ 
traction  facts  reviewed.  Drill  on  recognizing  these  at  sight. 
Written :  Column  addition  limited  to  six  addends.  Subtrac¬ 
tion  with  borrowing.  Special  attention  to  proofs,  accuracy  and 
rapidity.  Work  not  to  include  numbers  exceeding  3  orders. 

Multiplication. — Oral:  Tables  developed,  memorized  and 
applied  through  5’s.  Division  within  the  tables,  as,  45  divided 
by  5,  and  45  divided  by  9.  Study  of  multiples.  Written: 
Multiplicands  of  two  orders,  multipliers  2,  3,  4,  5.  Divisors 
not  greater  than  5. 

Fractions. — Partition  exercises  within  the  tables,  numera¬ 
tors  1. 

Signs,  x,  -f-.  The  sign  of  multiplication  may  precede  the 
multiplier,  as :  6c.  x  5 ;  or  may  follow,  as  5  x  6c. 

Measurements  and  Comparisons. — Minute,  hour,  day,  week; 
reading  time  by  clock  to  minutes;  writing  daily  the  date  as, 
Monday,  December  5,  1905;  pound  (avoirdupois),  ounce.  Re¬ 
view  units  learned  in  preceding  grades.  Form  rectangles  of 
inch-squares  of  cardboard,  draw  rectangles  with  integral  num¬ 
ber  of  inches  in  each  dimension  and  separate  them  into  inch- 
squares,  find  how  many  times  the  rectangle  contains  a  one-inch 
square,  and  what  part  one  row  of  squares  is  of  the  whole. 

Problems. — Problems  should  include  finding  the  cost  of  sev¬ 
eral  articles  when  the  cost  of  one  is  given,  and  the  reverse.  De¬ 
nominate  units  in  problems,  e.  g.  How  many  pints  in  a  num¬ 
ber  of  quarts?  How  many  quarts  in  a  number  of  pints?  Treat 
as  multiples.  Each  problem  should  involve  but  one  operation, 
and  written  problems  should  be  limited  to  integers  of  two  or¬ 
ders. 

Correlations  as  in  preceding  grades. 

Text-Book. — Complete  part  two  of  chapter  two  in  Smith  s 
Primary  Arithmetic. 


GRADE  3 A. 

Reading  and  Writing. — Numbers  of  five  orders.  Teach  both 
words  and  figures  in  writing.  Roman  numerals  to  M.  Be  care¬ 
ful  to  teach  the  value  of  place  in  both  numeration  and  notation 
of  numbers. 

Counting.— By  6’s,  7’s,  8’s,  9’s,  as  preparation  for  multipli- 


12 


ASHEVILLE  COURSE  OF  STUDY 


cation  tables,  and  by  4’s  and  5\s  beginning  with  1,  2,  3,  or  4  to 
100  and  back. 

Addition  and  Subtraction. — Oral :  Continue  drill  on  addi¬ 
tion  and  subtraction  facts  as  in  2B. 

Numbers  of  two  orders  increased  or  decreased  by  10  or  a 
multiple  of  10;  as,  34+20=54.  54 — 20=34.  Learn  to  do  this 
at  sight.  Written :  Numbers  of  four  orders,  including  dollars 
and  cents;  columns  of  figures  in  addition  limited  to  eight  ad¬ 
dends.  Subtraction,  using  numbers  of  four  orders  with  bor¬ 
rowing.  Special  attention  to  proofs,  accuracy  and  rapidity. 
Teach  names  of  terms  in  addition  and  subtraction. 

Multiplication. — Oral :  Tables  to  0x0  developed,  memor¬ 
ized,  and  applied.  Division  and  partition  work  within  the 
tables.  Study  of  multiples.  Dividing  at  sight  with  remain¬ 
ders.  Written :  Multiplication  of  numbers  of  three  orders  by 
numbers  of  one  order,  the  dividend  to  be  a  multiple  of  the  di¬ 
visor.  Teach  names  of  terms  in  multiplication  and  division. 

Fractions. — Writing  and  reading  fractions,  1-2  to  4-5,  i.  e., 
1-2,  1-3,  2-3,  1-4,  2-4,  3-4,  1-5,  2-5,  3-5,  4-5.  Finding  fractional 
parts  of  numbers  that  are  multiples  of  the  respective  denomi¬ 
nators.  Comparison  of  3,  4,  6,  with  12;  4  and  8  with  lfi,  etc. 
Apply  to  multiplication  tables. 

Measurements  and  Comparisons. — Review  denominate  units 
already  studied.  Square  inch,  square  foot,  cubic  inch.  Form¬ 
ing  rectangular  solids  with  one  inch  cubes.  Finding  how  many 
times  the  solid  contains  one  inch  cube,  and  what  part  one  layer 
of  cubes  is  of  the  whole.  Objective  comparison  of  half  and 
fourth  to  find  out  how  much  larger  the  half  is. 

Problems. — Oral  and  written  problems  should  include  a  re¬ 
duction  of  units  of  one  denomination  to  units  of  the  next  higher 
or  lower,  and  the  finding  the  cost  of  one  or  more  articles,  the 
cost  of  one  or  more  being  given.  Oral  work  of  this  nature 
should  always  precede  the  written  where  a  new  feature  is  intro¬ 
duced.  The  process  should  be  familiar  before  problems  involv¬ 
ing  large  numbers  are  attacked.  The  child  should  be  taught 
to  keep  before  him  the  three  questions  arising  in  the  solution  of 
every  problem : 

(a)  What  facts  are  given? 

(b)  What  fact  is  required? 

(c)  What  is  the  process? 


ARITHMETIC 


13 


Written  problems  of  two  operations  should  be  limited  to  in¬ 
tegers  of  two  orders. 

Correlate  with  manual  training,  drawing,  nature  study,  and 
other  subjects. 

Text-Book. — Complete  part  one  of  chapter  three  in  Smith’s 
Primary  Arithmetic. 

GRADE  3B. 

Reading  and  Writing. — To  numbers  of  five  orders;  Roman 
numerals  to  M.  Teach  both  words  and  figures  in  writing. 
Teach  the  value  of  place.  Dollars  and  cents. 

Counting. — Drill  and  review  as  in  preceding  grades,  also 
count  by  6’s  and  9's  to  100  and  back,  beginning  with  numbers 
smaller  than  six  and  nine  respectively. 

Addition  and  Subtraction. — Oral :  Drill  as  in  preceding 
grades,  emphasizing  instant  recognition  of  additive  and  sub¬ 
traction  facts.  Increasing  or  decreasing  a  number  of  two  or¬ 
ders  by  a  number  of  two  orders,  no  carrying,  no  borrowing.  See 
3A.  Increasing  or  decreasing  at  sight  a  number  of  three  orders 
by  a  number  of  two  orders,  as  156+30=186;  186 — 30=156. 
Written:  Numbers  of  four  orders,  including  dollars  and  cents. 
See  suggestions  in  3 A. 

Multiplication  and  Division. — Oral:  Special  drill  in  rapid 
multiplication  and  division  of  numbers  of  one  order,  to  fix 
multiplication  tables.  Written:  Multiplication  of  numbers 
of  three  orders,  including  numbers  containing  dollars  and  cents, 
by  numbers  of  two  orders.  Special  attention  to  proofs.  Short 
division  by  10,  20,  30,  40,  etc.  Long  division  introduced  with 
divisors  whose  unit  figure  is  1  or  2,  as  21,  22,  31,  32.  After¬ 
wards  13,  14,  15,  and  then  other  divisors,  having  not  above  five 
in  units  place.  Teach  all  terms  of  the  four  fundamental  oper¬ 
ations. 

Fractions. — Oral:  Halves  reduced  to  fourths,  to  sixths; 
thirds  to  sixths.  These  fractions  added  and  subtracted  at 
sight.  Written:  Addition  of  two  mixed  numbers  containing 
the  foregoing  fractions,  subtraction  of  mixed  numbers,  when  the 
fraction  of  the  minuend  is  larger  than  the  fraction  of  the  sub¬ 
trahend.  Finding  fractional  parts  of  integers  of  three  orders 
which  are  multiples  of  the  denominators  of  the  fractions,  as 
1-3  of  360=120. 


14 


ASHEVILLE  COURSE  OP  STUDY 


Measurements  and  Comparisons. — Finding  areas  of  rectan¬ 
gles  by  taking  the  product  of  the  number  of  square  inches  in 
each  strip  by  the  number  of  strips.  Rectangles  divided  to  show 
objectively  that  l-2=2-4=3-6 ;  1-3=2  0.  Objective  comparison 
of  half  and  sixth,  third  and  sixth,  half  and  third,  to  find  how 
much  each  is  larger  or  smaller.  Square  inch,  square  foot, 
square  yard.  Volumes  in  cubic  inches  (objective) .  Gill.  Time 
completed  (table). 

Problems. — Problems  should  include  the  finding,  for  ex¬ 
ample,  of  the  cost  of  five  articles  when  the  cost  of  three  is  given  ; 
finding  the  number  of  articles  that  can  be  bought  for  10  cents, 
when,  say,  3  cost  5  cents.  Problems  may  involve  two  or  three 
operations;  operations  may  be  indicated  by  signs.  For  teach¬ 
ing  analysis  of  problems,  observe  suggestions  given  in  3A. 

Correlations  as  in  3A. 

Text-Book. — Complete  part  two  of  chapter  three  in  Smith’s 
Primary  Arithmetic. 


GRADE  4A. 

Reading  and  Writing. — Numbers  to  100,000.  Teach  value  of 
place.  Review  Roman  numerals.  Distinguish  between  abstract 
and  concrete  numbers  as  to  use.  Define  numeration,  notation, 
concrete  number,  abstract  number. 

Counting. — By  IPs  to  132,  by  12’s  to  144,  as  preparation  for 
multiplication  tables;  also  rapid  drill  with  numbers  under  10 
to  100  and  back,  beginning  with  1,  2,  3,  etc;  also  by  10’s  to  100 
and  back ;  by  100’s  to  1,000 ;  by  1,000’s  to  10,000 ;  by  10,000’s  to 
100,000. 

Addition  and  Subtraction. — Oral :  Rapid  drills  as  in  3A 
and  3B.  Sum  and  difference  of  two  numbers  of  two  orders, 
e.  g.,  28+35,  28+58,  95 — 09,  35 — 29.  Drill  on  addition  and 
subtraction  endings,  as,  addition  of  numbers  ending  in  0  and 
7  will  give  a  number  ending  in  3.  Written'.  Special  attention 
to  rapidity  and  accuracy. 

Multiplication  and  Division. — Oral:  Tables  through  12x12. 
Multiplication  of  any  two  numbers  whose  product  is  50  or  less. 
Finding  two  factors  of  numbers  within  144.  Rapid  drills  as  in 
preceding  grades.  Written :  Multipliers  and  divisors  of  three 
orders.  Teach  short  methods  when  multiplier  or  divisor  is  10, 
100,  or  1000.  Insist  upon  short  division  when  divisor  is  less 
than  13.  -Special  attention  to  proofs. 


ARITHMETIC 


15 


Fractions. — Special  attention  to  business  fractions :  1-2 ,  1  -3, 
2-3,  1-4,  3-4,  1-5,  2-5,  3-5,  4-5,  1-6,  5-6,  1-8,  3-8,  5-8,  7-8;  operations 
on  multiples  of  tlie  denominators  within  100.  Addition  and 
subtraction  of  fractions  whose  least  common  denominator  may 
be  found  by  inspection,  the  same  of  mixed  numbers.  Multipli¬ 
cation  of  an  integer  by  a  mixed  number  containing  one  of  the 
business  fractions. 

Measurements  and  Comparisons. — Mile,  distance  between  a 
few  well  known  places  in  the  city,  dimensions  of  city  lots, 
linear,  square  and  cubic  measures.  Tables  developed,  i.  e.,  com¬ 
pare  square  inch  and  square  foot  and  then  memorize.  Lengths 
and  areas  as  in  3B.  Volumes  of  rectangular  solids  by  taking 
the  number  of  cubic  units  in  one  row  or  one  layer  as  the  multi- 
plicand,  as  6  sq.  ft.  x  5  =  30  sq.  ft.  Dimensions  of  room,  area 
of  floor,  contents  of  room  estimated  and  then  measured ;  similar 
exercises  with  boxes.  Diagrams  drawn  to  a  scale  to  represent 
areas,  rectangles  separated  into  equal  parts  and  easy  fractions 
of  them  compared  to  And  how  much  greater  one  is  than  the 
other.  Lengths  measured  to  half  inch,  fourth  inch,  eighth  inch. 

Problems. — Finding  a  quantity  when  a  fractional  part  of 
it  is  given,  occasionally  illustrated  by  drawings  and  objects. 
Problems  may  involve  two  or  more  operations,  operations  may 
be  stated  as  equations,  and  explanations  should  be  required. 
See  suggestions  in  3A.  Require  pupils  to  construct  and  solve 
problems  similar  to  those  solved  to  fix  knowledge  of  conditions 
and  principles  studied.  Let  much  of  the  work  in  solving  prob¬ 
lems  be  wholly  oral. 

Correlations  with  manual  training,  drawing,  geography, 
nature  study,  and  other  subjects. 

Text-Book.— Complete  part  one  of  chapter  four,  Smith’s  Pri- 
mary  Arithmetic. 

c/ 


GRADE  4B. 

Reading  and  Writing. — Integers.  By  orders  to  1000,  by  per¬ 
iods  to  1,000,000,000.  Relation  of  orders  and  periods. 

Common  Fractions. — Classified  and  terms  defined. 

Decimal  Fractions. — Principals  of  decimal  notation  ex¬ 
tended  to  right  of  units  three  places,  using  T  .  S.  money  to  illus 
trate  at  beginning;  relation  to  common  fractions. 


16 


ASHEVILLE  COURSE  OF  STUDY 


Counting. — Rapid  drill  as  in  4A. 

Addition  and  Subtraction. — Continue  work  for  rapidity  and 
accuracy  as  in  4A.  Drill  especially  on  addition  endings,  as, 
numbers  ending  in  6  and  7  will  give  a  number  ending  in  3. 

Multiplication  and  Division. — Continue  the  work,  both  oral 
and  written,  for  accuracy  and  rapidity,  as  outlined  in  4A. 

Factors,  Divisors,  Multiples. — Distinguish  between  prime 
and  composit  numbers.  Principles  of  divisibility  by  2,  3,  5.  Re¬ 
solving  numbers  into  factors. 

Fractions. — Oral :  Special  attention  to  business  fractions  as 
in  4A,  e.  g.,  finding  cost  of  articles  at  50c.,  $1-2;  at  25c.,  $1-4; 
at  $1.50,  adding  cost  at  50c.  to  cost  at  $1.00;  at  $1.25,  same 
method.  Written :  Easy  fractions  reduced  to  lowest  terms. 
Addition  and  multiplication  without  the  formal  use  of  the 
least  common  multiple. 

Measurements  and  Comparisons. — U.  S.  money,  time,  weight 
(avoirdupois).  Plots  of  land  of  definite  dimensions  drawn  to 
scale,  cut  up  into  building  lots  of  definite  dimensions;  cost  of 
fencing,  value  of  each  lot  from  value  of  whole;  simple  exercises 
pertaining  to  the  purchase  of  a  tract  of  land  and  selling  by  lots. 
Rectangle  separated  into  eight  equal  parts,  1-2,  1-4  and  1-8  com¬ 
pared  to  find  how  many  times  1-2  contains  each  of  the  others ; 
what  part  of  1-2  is  1-4?  What  part  of  1-4  is  1-8?  Other  frac¬ 
tions  in  series. 

Denominate  Numbers. — Reductions  limited  to  two  opera¬ 
tions,  as,  gallons  to  pints,  and  vice  versa. 

Problems. — Concrete  problems  in  the  work  of  the  grade. 
Finding  out  what  part  one  number  is  of  another.  Problems 
may  involve  more  than  one  operation,  explanations  of  pro¬ 
cesses  in  the  form  of  analyses  required,  operations  written  in 
the  form  of  equations.  Merchants’  bills  made  out  and  receipted. 

Analysis. — In  teaching  analysis  proceed  as  follows: 

(a)  From  the  unit  to  the  collection. 

(b)  From  the  collection  to  the  unit. 

(c)  From  the  collection  to  the  collection. 

(d)  From  the  unit  to  the  fraction. 

(e)  From  the  fraction  to  the  unit. 

Correlations. — With  as  many  other  subjects  as  possible. 


ARITHMETIC 


17 


Text-Book. — Complete  part  two  of  chapter  four  in  Smith’s 
Primary  Arithmetic. 


GRADE  5A. 

Reading  and  Writing. — Review  work  of  4th  grade;  extend 
the  work  in  determining  the  order  and  value  of  figures. 

Fundamental  Operations. — Review  definitions  of  terms. 
Emphasize  principles  underlying  fundamental  operations.  Re¬ 
view  wherever  weaknesses  are  discovered. 

Factors,  Divisors,  Multiples. — Review  principles  of  divis- 
ability  by  2,  3,  4,  5,  9.  Continue  work  in  resolving  numbers 
into  factors.  See  Written  Fractions. 

Common  Fractions. — Oral :  Special  attention  to  business 
fractions,  e.  g.,  cost  of  articles  at  12  l-2c  (1-8),  at  16  2-3c  (1-16), 
at  33  1-3  (1-3).  Written :  Easy  fractions.  Least  common 
multiple  developed  and  applied  in  addition  and  subtraction  of 
common  fractions,  greatest  common  divisor  developed  and  ap¬ 
plied  in  reduction  of  fractions  to  lowest  terms,  cancellation  de¬ 
veloped  and  applied  in  multiplication  and  division  of  fractions. 
Least  common  multiple  should  be  used  in  division  with  begin-  • 
ners.  Definitions  reviewed. 

Decimal  Fractions. —  Written :  Numbers  containing  three 
decimal  orders,  addition  and  subtraction,  multiplication  and 
division  by  integers.  Reduction  of  decimals  to  common  frac¬ 
tions,  and  common  fractions  to  decimals.  Develop  and  mem¬ 
orize  principles. 

Denominate  Numbers. — Reduction,  addition,  subtraction, 
multiplication  and  division  limited  to  two  successive  denomi¬ 
nate  units.  Definitions  and  principles  developed  and  memor¬ 
ized. 

Measurements  and  Comparisons. — Circular  measurements, 
time,  liquid,  dry.  Circle  divided  into  four  parts  by  diameters. 
Arcs  and  angles  of  90°,  perpendicular  lines,  right  angles,  lines, 
rectangles,  or  circles  separated  into  equal  parts  to  demonstrate 
the  following  principles:  Multiplying  the  numerator  of  a  trac¬ 
tion,  multiplying  the  denominator,  dividing  the  numerator,  di¬ 
viding  the  denominator. 

Problems. — Finding  a  part  of  a  quantity,  finding  a  quantity 
when  a  part  is  given,  finding  what  part  one  quantity  is  of  an- 


18 


ASHEVILLE  COURSE  OF  STUDY 


other.  Concrete  problems  in  all  the  work  of  the  grade,  includ¬ 
ing  the  finding  of  areas  of  rectangles.  Problems  may  involve 
more  than  one  fraction.  Explanations  of  the  processes  should 
be  required.  Operations  should  be  in  lines  of  work  or  in  equa¬ 
tion  form  indicated  by  signs. 

Bills  as  in  4B. 

Cancellation. — Apply  to  complex  fractions  and  simple  prob¬ 
lems. 

Text-Book. — Complete  part  one  of  chapter  one,  Smith’s  In¬ 
termediate  Arithmetic. 


GRADE  5B. 

Fundamental  Operations. — Continue  all  previous  study, 
operations,  definitions  and  principles. 

Factors,  Divisors,  Multiples. — Review.  Continue  work  in 
factoring.  Find  square  root  of  the  exact  power  of  numbers 
less  than  145.  Continue  work  in  least  common  multiple  and 
greatest  common  divisor  of  application  in  fractions. 

Decimal  Fractions. — Oral :  Have  memorized  the  equiva¬ 
lents  of  the  business  fractions,  as,  1-4  equals  25c.  Simple  ap¬ 
plications  to  multiplication,  as,  .87  1-2  of  16=7-8  of  16=14. 
Written :  The  four  operations  reviewed.  Decimal  equivalents 
of  business  fractions  (see  4 A)  found  and  memorized. 

Percentage. — Oral :  Definitions  developed  and  memorized. 
The  per  cent,  equivalents  of  the  business  fractions  found  and 
memorized;  simple  applications.  The  three  cases,  finding  a 
part  of  a  number,  finding  a  number  when  a  part  is  given,  find¬ 
ing  what  part  one  number  is  of  another,  introduced  by  com¬ 
parison  with  fractional  exercises ;  commercial  discount.  Writ¬ 
ten  :  The  per  cent,  equivalents  of  the  business  fractions  mem¬ 
orized,  simple  applications.  Simple  problems  in  the  three 
cases;  commercial  discount. 

Common  Fractions. — Compound  and  complex  fractions  de¬ 
fined  and  simplified ;  easy  common  and  decimal  fractions  of 
denominate  numbers  reduced  to  higher  or  lower  denominations. 

Denominate  Numbers. — Drill  and  review  of  all  tables;  oper¬ 
ations  limited  to  three  successive  units. 


ARITHMETIC 


19 


Measurements. — Score,  dozen,  gross,  great  gross,  quire, 
ream,  considered  and  applied.  Areas  of  rectangles.  Areas  of 
right  triangles  developed  from  rectangles. 

Problems. — Practical  problems  with  all  tables  in  denominate 
numbers  and  in  percentage,  including  problems  to  find  the  gain 
and  loss  in  buying  in  one  denomination  and  selling  in  another. 
Explanations  of  processes  required;  operations  indicated  by 
signs.  Bills — the  model  should  have  the  date,  name,  address 
and  business  of  the  maker;  name  and  address  of  the  debtor, 
and  terms  debtor  and  creditor  properly  used ;  define  same. 

Text-Pook. — Complete  part  two  of  chapter  one,  Smith’s  In¬ 
termedia  e  Arithmetic. 


GRADE  6A. 

Common  Fractions. — Brief  review  of  the  fundamental  oper¬ 
ations  of  common  fractions.  Review  in  this  connection  L.  C. 
M.  and  H.  C.  D. 

Decimal  Fractions. — Brief  review  of  the  fundamental  oper¬ 
ations  within  the  limits  of  six  orders. 

Percentage. — Rapid  review  of  5th  grade  work.  Per  cent, 
equivalents  extended ;  practice  in  writing  per  cents,  in  four 
ways:  (a)  in  words,  (b)  as  common  fractions,  (c)  as  decimal 
fractions,  (d)  with  per  cent,  sign,  fractions  of  one  per  cent. 

Profit  and  Loss. — The  direct  case  in  commission,  the  direct 
case  in  commercial  (trade)  discount,  simple  interest  for  years 
only.  When  the  pupil  realizes  that  percentage  is  only  a  modi¬ 
fied  form  of  fractions  whose  denominator  is  a  constant  (100) 
he  feels  himself  more  at  home  in  the  subject.  Do  not  consider 
commercial  transactions  the  only  field  for  the  application  of 
percentage.  The  work  may  and  should  be  based  largely  upon 
the  observation  and  experience  of  the  pupils. 

Measurements. — Contents  of  bins  in  bushels — memorize 
2150.  4  cu.  in.  1  bushel.  Reduction  of  dry  measure  to  cubic 
measure — memorize  231  cu.  in.  1  gallon.  Surface  of  rectangu¬ 
lar  solids.  Units  of  weight  used  by  jeweller  compared  with 
those  used  by  grocer — memorize  5700  gr.  1  lb.  troy,  7000  gr.  1 
lb.  avoir. 

Denominate  Numbers. — Review  and  rapid  drill  in  funda¬ 
mental  operations  as  outlined  in  preceding  grades. 


20 


ASHEVILLE  COURSE  OF  STUDY 


Problems. — Finding  a  number  when  the  number  plus  or 
minus  a  part  is  given,  and  corresponding  operations  with  per¬ 
centage.  Practical  problems  on  all  work  outlined  for  grade. 
Explanations  according  to  approved  forms  of  analyses  re¬ 
quired;  operations  indicated  by  signs.  Hills,  checks,  receipts, 
and  endorsement  of  checks. 

Text-Book. — Complete  part  one  of  chapter  two,  Smith’s  In¬ 
termediate  Arithmetic. 


GRADE  6B. 

Simple  Interest. — Interest  and  amount  for  years,  months 
and  days;  interest  and  amount  for  time  between  given  dates. 
No  reference  to  indirect  cases.  Discounting  notes. 

Measurements. — Potatoes,  wheat,  oats,  etc.,  by  weight,  gal¬ 
lon  of  water  by  weight.  Memorize  1  cu.  ft.  of  water  weighs 
02  1-2  lbs.  Board  measure,  measurement  of  wood  for  fuel. 
Simple  work  in  carpeting,  painting,  wall-papering,  plastering, 
and  paving. 

Problems. — Practical  problems  on  all  work  outlined.  Ex¬ 
planations  required,  operations  indicated  by  signs.  Notes: 
marking,  endorsing,  discounting. 

Ratio  and  Proportion. 

Text-Book. — Complete  part  two  of  chapter  two,  Smith’s  In¬ 
termediate  A  r  i  t  h  met  i  c . 


GRADE  7 A. 

Notation  and  Numeration. — Notation  and  numeration  of  in¬ 
tegers,  decimals,  common  fractions,  and  denominate  numbers 
reviewed. 

Four  Fundamental  Operations. — Each  operation — addi¬ 
tion,  subtraction,  multiplication  and  division — considered  with 
reference  to  integers,  decimals,  common  fractions  and  denom¬ 
inate  numbers,  including  metric  system  of  measures  and 
weights.  The  underlying  principles  of  each  operation  empha¬ 
sized. 

Short  Methods. — Multiplying  and  dividing  by  integral  pow¬ 
ers  of  ten,  by  aliquot  parts  of  100,  and  by  business  fractions 
(see  4A). 

Percentage. — Review  and  application  of  percentage,  includ¬ 
ing  interest. 


ARITHMETIC 


‘21 


W 


Rat^— Terms  defined,  written  and  applied. 


Simple  Proportion. — Terms  defined,  written  and  applied  to 
solution  of  problems. 


Measurements. — Longitude  and  time  briefly  treated  in  cor¬ 
relation  with  geography.  Review  of  work  in  surfaces  and  vol¬ 
umes.  Correlate  with  geometry. 

Problems. — Practical  problems  on  all  work  outlined,  solved 
and  analyzed,  operations  indicated  by  signs.  Problems  solved 
by  proportion. 


Text-Book. — Complete  part  one  of  chapter  one,  Smith's  Ad¬ 
vanced  Arithmetic. 


GRADE  7B. 


Business  Operations. — Price  lists  examined,  examples  in 
trade  discount,  promissory  notes  payable  at  banks  written  and 
discounted.  Fire  insurance,  life  insurance,  taxes,  duties,  and 
proportion. 


Business  Records. — Cash  amounts  of  real  or  imaginary  ex¬ 
penditures  and  receipts  recorded,  accounts  balanced.  Records 
of  sales  on  account  made  by  each  pupil  as  a  tradesman. 


Business  Papers. — Checks  and  stubs  filled  by  each  member 
of  the  class.  Ways  of  sending  money ;  post  office  money  orders, 
drafts,  express  money  orders,  registered  letters,  telegraph 
transfers.  Ordering  goods  by  letter.  Receipts. 


Business  Instructions. — The  functions  of  savings  banks, 
banks  of  deposit,  and  other  corporations,  briefly  explained. 


Square  Root. — Simple  problems,  including  problem's  founded 
on  Pythagorean  theorem. 

Mensuration. — Geometrical  problems  including  surfaces 
and  volumes  of  solids.  Circle,  sphere,  prism,  cylinder,  pyramid, 
cone,  square  root. 

Problems. — Practical  examples  on  work  outlined,  and  mis¬ 
cellaneous  problems,  including  analyses  of  same. 

Exchange. — Make  the  subject  practical,  using  the  common 
forms,  money  orders,  bank  and  commercial  drafts,  checks. 

Taxes. — Customs,  internal  revenue,  state  and  local  taxes. 
Government  expenses. 

Text-Book. — Select  the  work  from  chapter  two  of  Smith’s 
Advanced  Arithmetic. 


22 


ASHEVILLE  COURSE  OF  STUDY 


ENGLISH 


The  Committee  of  Fifteen  “believe  that  every  recitation  is,  in 
one  aspect  of  it,  an  attempt  to  express  the  thought  and  inform¬ 
ation  of  the  lesson  in  the  pupil's  own  words,  and  thus  an  initial 
exercise  in  composition.  *  *  *  The  punctuation,  spelling,  syntax, 
penmanship,  choice  of  words  and  style,  should  not,  it  is  true,  be 
made  a  matter  of  criticism  in  connection  with  other  lessons, 
but  only  in  the  language  lesson  proper.  But  the  pupil  will 
learn  language,  all  the  same,  by  the  written  and  oral  recita¬ 
tions.”  The  Committee  further  believe  “that  there  is  much  dan¬ 
ger  of  wasting  the  time  of  the  pupil  in  his  oral  and  written  lan¬ 
guage  lessons  in  the  first  four  years  by  confining  the  work  of 
the  pupil  to  the  expression  of  ordinary  commonplace  ideas  not 
related  to  the  subjects  of  his  other  lessons,  especially  when  the 
expression  is  confined  to  the  colloquial  vocabulary.  *  *  *  It  is 
clear  that  the  pupil  should  have  a  dignified  and  worthy  object 
of  composition,  and  what  is  so  good  for  his  purpose  as  the 
themes  he  has  tried  to  master  in  his  daily  lessons?  The  reading 
lessons  will  give  matter  for  literary  style,  the  geography  for 
scientific  style,  the  arithmetic  for  a  business  style:  for  all 
styles  should  be  learned.” 

Says  President  Eliot  of  Harvard:  “Strangest  of  all,  from 
bottom  to  top  of  the  American  educational  system,  the  art  of 
expressing  one's  thoughts  clearly  and  vigorously  in  the  mother 
tongue  receives  comparatively  little  attention.  We  should  give 
much  more  time  than  is  now  given  to  the  practice  of  accurate 
description  and  composition  writing.” 

The  chief  aim  of  every  teacher  of  language — and  every 
teacher  ought  to  be  a  teacher  of  language — should  be  first  to 
train  the  child  to  think  clearly,  and  next  to  train  him  to  ex¬ 
press  his  thot  clearly  and  forcibly  in  the  best  English.  To 


this  end  the  child  should  be  encouraged  and  trained  to  observe 
carefully,  and  to  express  his  thots  freely.  He  should  know 
the  generally  recognized  laws  and  usages  of  the  language,  he 
should  have  a  keen  appreciation  of  the  exact  meaning  and  force 
of  words,  and  he  should  be  taught  to  be  careful  and  accurate  in 
all  of  his  productions,  i.  e.,  all  of  his  exercises  should  tend  to 
beget  the  habit  of  using  correct  and  intelligible  English. 

It  must  always  be  borne  in  mind  that  clear  thinking  is  the 
foundation  of  clear  expression,  and  that  befogged  mental  con¬ 
ditions  are  conducive  to  vague  forms  of  expression.  But  again, 
“Expression  clarifies  thinking,  and  efforts  to  express  train  the 
power  to  think."  “No  one  can  talk  or  write  well  who  does  not 


ENGLISH 


23 


think  well.  The  pressure  of  a  thought  demanding  expression  is 
the  most  powerful  stimulus  to  good  expression.”  Therefore 
let  it  be  repeated  that  the  first  effort  on  the  part  of  the  teacher 
should  be  to  stimulate  good  expression  by  securing  clear  think¬ 
ing. 


Now  as  the  experience  of  the  child  should  always  largely  de¬ 
termine  what  is  to  be  taught  him,  it  is  quite  evident  that  in 
order  to  make  much  progress  in  language  work  the  subject-mat¬ 
ter  used  should  be  such  as  the  child  is  vitally  interested  in.  It 
is  therefore  important  and  expedient  that  much  of  the  work  be 
based  upon  other  subjects  in  the  course; — reading,  nature, 
geography,  history,  and  arithmetic. 

As  in  the  beginnings  of  other  subjects,  much  time  may  be 
saved  by  going  slowly  and  carefully  at  first.  “The  habit  of 
using  correct  language  can  be  formed  only  by  using  correct  lan¬ 
guage,  and  never  by  using  incorrect  forms.  Some  teachers  are 
skilful  enough  to  train  children  to  know  when  they  do  not 
know  the  correct  form,  to  train  them  to  find  the  correct  form 
before  they  attempt  to  use  it.  This  takes  time  and  great  skill, 
but  how  much  better  for  a  teacher  to  use  her  time  in  helping  a 
child  to  find  and  use  the  correct  form  rather  than  in  making 
corrections  after  the  child  has  made  mistakes.  How  much 
more  economical  to  spend  time  in  doing  rather  than  in  undoing. 
It  is  high  art  to  reduce  mistakes  to  the  minimum ;  of  course  the 
pupils  will  make  some,  but  these  should  always  be  corrected. 
If  we  could  move  forward  all  the  time  through  correct  forms  of 
expression  our  progress  would  be  greater,  even  though  our  rate 
of  motion  were  slower.  We  constantly  lose  time  by  going  back¬ 
ward  to  correct  things  which  should  have  been  correctly  done 
the  first  time.” 

Again,  as  in  spelling  and  penmanship,  the  real  test  of  the 
child’s  ability  is  not  what  he  does  in  the  language  class,  but 
what  he  says  and  writes  when  he  is  not  thinking  about  the  lan¬ 
guage  he  uses.  Here  is  the  test  of  how  nearly  the  use  of  good 
language  has  become  a  habit. 

Be  careful  not  to  repress  free  expression  by  too  much  adverse 
criticism.  Criticise  the  good  as  well  as  the  bad.  Commend  the 
good  points  while  condemning  the  incorrect  forms.  If  nothing 
but  the  best  work  is  accepted  from  a  child,  much  will  be  done 
toward  forming  habits  of  accuracy. 


We  do  amiss  to  spend  nearly  all,  or  most  of  our  time  on  writ¬ 
ten  language  work,  when  most  of  our  expression  is  oral.  W  e 
should  take  more  pains  in  teaching  children  to  talk  correctly. 
Many  persons  who  write  tolerably  well  talk  very  poorly.  Every 


24 


ASHEVILLE  COURSE  OF  STUDY 


recitation  furnishes  matter  for  drill  in  the  correct  forms  of  oral 
expression,  and  it  behooves  every  teacher  to  look  carefully  to 
the  training  of  pupils  in  this. 


GRADE  1A. 

The  work  of  the  first  term  will  be  almost  entirelv  oral,  em- 
pliasis  being  placed  upon  getting  the  pupils  to  talk  freely.  Spec¬ 
ial  pains  needs  to  be  taken  to  encourage  the  timid  ones.  Stimu¬ 
late  free  expression  in  all  subjects  by  creating  a  lively  interest. 

Take  care  to  present  good  models  of  expression  in  the  litera¬ 
ture  used,  and  the  speech  of  the  teacher. 

The  child’s  spontaneity  in  self-expression  must  not  be 
crushed  by  criticism,  but  at  the  same  time  he  must  be  led  to  ex¬ 
press  himself  correctly.  Note  the  corrections  made  and  at  some 
future  time  ask  for  better  forms  of  expression  for  the  same 
thots.  At  first  give  attention  only  to  the  most  glaring  mis¬ 
takes,  as,  disagreement  of  subject  and  predicate,  and  mistaken 
tense  forms. 

Begin  the  work  of  increasing  the  vocabulary,  giving  constant 
practice  in  the  use  of  newly  acquired  words. 

Group  the  work  thruout  this  term  under  these  three  heads: 

Narration  of  the  stories,  poems,  myths  and  fables  used  in 
literature  work. 

Description  of  plants  and  animals  in  the  nature  course,  of 
occupations,  and  of  artistic  pictures,  such  as,  “Feeding  Her 
Birds,”  Millet;  “Mother  and  Child,”  Le  Brun;  “Baby  Stuart,” 
Van  Dvck;  “Can’t  You  Talk?”  Holmes;  “A  Helping  Hand,” 
Renouf;  and  pictures  of  the  Madonna,  illustrating  mother  love. 

Conversations  on  manners,  morals,  civics,  food,  cleanliness, 
games,  pets  and  playthings. 


GRADE  IB. 

COMPOSITION. 

Oral  Work. — Follow  general  suggestions  under  1A. 

Drill  daily  upon  the  correct  forms  of  the  incorrect  expres¬ 
sions  common  to  the  class. 

Written  Work. — 1.  Preparatory  exercises.  (a)  Making 
and  reading  the  class  composition,  based  upon  the  oral  work, 
(b)  Copying  the  class  composition,  first  in  part,  later  as  a 


ENGLISH 


25 


whole,  (c)  Copying  the  sentences  containing  the  correct  forms 
of  incorrect  expressions. 

2.  Short  written  descriptions  founded  upon  nature  study 
and  pictures. 

3.  Short  written  narrations  founded  upon  stories,  myths, 
and  fables. 

4.  Training  in  the  use  of  capitals  for  the  beginning  of  the 
sentence,  names  of  persons,  days  of  the  week,  months  of  the 
year,  and  the  pronoun  “ I .” 

5.  Recognition  and  use  of  the  period  and  question  mark. 

DRAMATIC  EXPRESSION. 

Have  the  children  play  the  stories  and  poems  that  are  of  a 
dramatic  nature.  This  phrase  of  expression  is  an  important 
one  and  should  not  be  neglected. 


GRADE  2A. 


COMPOSITION. 


Review  carefully,  according  to  the  needs  of  the  class,  the 
work  of  grade  IB. 

Continue  the  work  in  oral  expression  as  based  upon  the  work 
in  literature,  nature  and  history.  See  outlines  for  1A.  All 
matter  used  should  afford  opportunity  for  (a)  logical  arrange¬ 
ment,  (b)  use  of  correct  language  forms,  (c)  choice  of  words. 


Plan  and  Purpose. — First  ascertain  how  much  power  of  ex¬ 
pression,  oral  and  written,  the  children  have.  The  aim  this 
year  should  be  to  develop  the  ability  to  tell  a  story  from  begin¬ 
ning  to  end,  thereby  training  to  continuity  in  tliot  and  giv¬ 
ing  practice  in  logical  arrangement.  The  incidents  of  the  story 
should  be  simple,  and  should  be  presented  by  the  teacher  in  a 
regular  order,  one  incident  or  phase  leading  naturally  to  the 
next. 

In  the  beginning  of  this  year’s  work  descriptions  should  be 
of  a  very  elementary  character,  and  the  material  used  should 
be  of  the  most  interesting  kind.  Guide  the  pupils  by  skilful 
questioning  to  select  the  essentials  and  to  omit  the  minor  de¬ 
tails,  but  be  careful  not  to  stifle  spontaneity  and  originality  of 
description  by  too  many  restrictions. 


Written  Work. — Let  this  work  also  be  of  a  very  elementary 
character  at  first.  It  will  consist  of  simple,  written  descrip¬ 
tions  of  single  objects,  based  on  the  observation  and  oral  les¬ 
sons,  and  of  short,  simple  narrations.  As  these  written  des- 


26 


ASHEVILLE  COURSE  OF  STUDY 


criptions  and  narrations  should  at  first  follow  closely  the  na¬ 
ture  studies  and  oral  work  in  literature,  they  will  partake  of 
the  nature  of  reproductions,  hut  should  soon  become  more  and 
more  the  independent  effort  of  the  child.  Let  there  be  one  writ¬ 
ten  composition  a  week. 

Require  neatness  from  the  very  first,  and  demand  that  the 
spelling,  punctuation  and  use  of  capitals  be  correct,  and  the 
penmanship  the  best  possible.  We  cannot  yet  expect  the  same 
perfection  in  the  arrangement  of  ideas,  construction  of  sen¬ 
tences,  and  choice  of  words.  Skill  in  these  matters  is  a 
growth,  and  there  is  danger  of  hampering  the  child  in  his  ex¬ 
pression  of  his  individuality,  and  of  crushing  his  spontaneity, 
by  expecting  too  much  in  the  matter  of  composition. 

CONSTRUCTIVE  WORK. 

Capitals  and  Punctuation. — 1.  Review  capitals  taught  in 
IB.  Teach  use  of  capitals  in  names  of  places,  important  words 
in  a  title,  and  the  first  word  in  a  line  of  poetry. 

2.  In  addition  to  the  punctuation  marks  taught  in  IB  teach 
the  mark  of  possession,  the  quotation  marks,  and  the  comma 
in  punctuating  an  address. 

Word  Study. — Let  this  be  both  oral  and  written. 

1.  Review  as  needed  the  work  done  in  IB  on  incorrect  ex¬ 
pressions,  and  continue  this  work  by  daily  drill  on  the  correct 
forms.  Examples:  “She  walks  so  slow”  (adverb).  “The  cat 
wants  in”  (preposition).  “I  aint”  (verb).  “This  is  him” 
(case) . 

2.  Study  singular  possessive  forms  of  nouns,  as  “Ann’s  hat.” 

3.  Discriminate  in  the  form  and  use  of  such  words  as  to,  too, 
two;  here,  hear;  there,  their;  no,  know;  neAV,  knew. 

4.  Continue  systematically  the  work  for  increasing  the 
child’s  vocabulary,  giving  constant  daily  practice  in  the  use  of 
newly  acquired  words. 

dramatic  expression. 

Continue  the  playing  of  such  stories  and  poems  from  the  lit¬ 
erature  course  as  are  best  adapted  to  this  work. 

GRADE  2B. 

See  the  general  suggestions  for  oral  and  written  work,  and 
for  work  in  dramatic  expression,  under  2 A. 

In  addition  to  the  descriptive  work,  correlated  with  the  na¬ 
ture  study,  have  the  children  describe  pictures,  choosing  only 


ENGLISH 


27 


those  of  simple  action  and  great  interest.  Care  must  be  taken 
to  have  the  child  give  a  description  of  the  picture,  not  merely 
tell  what  he  sees  in  it. 

CONSTRUCTIVE  WORK. 

Capitals  and  Punctuation. — 1.  Review  the  work  of  the  pre¬ 
ceding  grade  in  capitalization,  and  teach  in  addition  to  this  ad¬ 
dresses,  common  abbreviations,  as  Mr.  and  st. ;  and  the  names 
of  the  Diety. 

Continue  to  drill  on  the  punctuation  marks  taught  in  the 
preceding  grades,  and  teach  the  use  of  the  comma  in  simple 
constructions,  as  in  words  in  a  series. 

Word  Study. — Let  this  be  oral  and  written. 

1.  Continue  the  correction  of  wrong  forms  as  suggested  in 
2A.  Drill  daily  on  the  correct  forms. 

2.  Study  the  more  common  synonyms,  as  great,  large ;  small, 
tiny;  nice,  pleasant. 

3.  Continue  the  work  on  singular  possessives  of  nouns,  and 
the  more  common  and  easier  of  the  plural  possessives. 

4.  Continue  the  studv  of  words  similar  in  form  but  differ- 
ent  in  meaning,  as  suggested  in  2A. 

5.  Continue  the  study  and  acquisition  of  new  words. 

Note. — The  teacher  should  study  the  peculiar  needs  in  lan¬ 
guage  instruction  of  the  pupils  of  her  school,  or  section  of  the 
city,  and  adapt  her  teaching  to  meet  these  conditions. 


GRADE  3A. 

COMPOSITION. 

Subject  Matter. — Draw  almost  entirely  upon  the  other  stu¬ 
dies  of  this  grade  for  materials.  Adjust  the  training  in  narra¬ 
tion  and  description  to  the  opportunity  afforded  by  the  instruc¬ 
tion  in  these  subjects. 

Plan  and  Purpose.— The  minimum  attainment  in  language 
expression  for  the  first  two  years  should  be  the  ability  to  ghe 
fairly  good  and  original  short  narrations  and  descriptions  of 
single  objects.  The  written  work  of  the  pupils  should  present 
a  neat  and  orderly  appearance,  with  spelling,  punctuation  and 
use  of  capitals  correct  within  the  limitation  of  their  previous 
instruction.  The  first  duty  of  the  teacher  will  be  to  test  her 
pupils  by  these  requirements,  and  she  will  then  plan  her  in- 


28 


ASHEVILLE  COURSE  OF  STUDY 


struction  and  training  in  accordance  with  the  results  of  the 
test. 

When  the  class,  or  at  least  90  per  cent,  of  it,  have  met  the 
above  requirements,  they  are  ready  to  do  considerable  writing. 
That  is,  they  may  be  given  abundant  practice  in  easy  compos¬ 
ing,  both  oral  and  written,  using  such  language  forms  as  they 
are  familiar  with,  adding  new  forms  only  very  slowly,  and  in¬ 
creasing  the  grade  work  by  slow  degrees.  This  work  is  for  two 
purposes:  first,  to  establish  in  the  children  the  habit  of  formu¬ 
lating  independently  their  own  conceptions,  and  arranging 
and  expressing  them  in  logical  form ;  second,  to  give  facility  in 
the  use  of  language,  that  they  may  be  able  to  speak  and  write 
with  confidence  and  ease  within  the  limits  of  their  knowledge 
and  vocabulary. 

Oral  Work. — All  oral  exercises  should  have  in  view  (a)  log¬ 
ical  arrangement,  (b)  construction  of  sentences,  (c)  choice  of 
words.  If  the  work  of  the  oral  lessons  is  skilfully  managed, 
the  pupils  will  acquire  more  and  more  skill  in  writing. 

W  RiTTEN  Work. — The  written  exercises  founded  on  these 
oral  lessons  should  follow  them  more  or  less  closelv.  In  everv 
written  exercise  strict  attention  should  be  paid  to  spelling,  and 
to  the  details  of  punctuation,  penmanship,  and  neatness. 

In  order  that  the  purposes  of  the  work  of  this  grade  may  be 
fulfilled,  there  should  be  plenty  of  practice  in  writing  simple 
narrations  and  simple  descriptions.  In  the  narrations  there 
should  not  be  too  many  nor  too  complicated  incidents.  In  the 
descriptions,  the  earliest  exercises  should  be  descriptive  of 
parts  only.  Simple  but  excellent  models  of  narration  and  des¬ 
cription  should  be  studied  with  the  children,  and  these  should 
be  reproduced  by  way  of  giving  a  standard.  A  good  plan  in 
this  work  is  the  following:  (a)  study  the  model  paragraph  by 
paragraph,  (b)  as  the  study  progresses  make  a  complete  topical 
outline  on  the  blackboard,  each  topic  representing  a  paragraph, 
(c)  reproduce  the  whole  orally  by  topics,  (d)  write  the  whole 
from  the  topical  outline  by  paragraphs.  This  forms  an  easy 
and  effective  wav  of  teaching  paragraphing. 

As  soon  as  the  pupils  are  familiar  with  these  two  great  forms 
of  composition,  they  should  be  given  exercises  in  consciously 
combining  the  two.  When  they  have  attained  a  degree  of  skill 
in  this,  they  can  be  given  a  much  wider  scope  in  their  compo¬ 
sition  work. 

Letter  writing  should  be  a  frequent  exercise.  Care  should  be 
taken  when  using  the  subjects  of  study  for  the  material  of  the 


ENGLISH 


29 


letter,  to  have  these  embodied  in  a  letter  form  in  a  natural  way. 
The  child  should  write  with  the  conscious  effort  of  telling  some¬ 
body  something  of  interest  and  value. 

CONSTRUCTIVE  WORK. 

Capitals  and  Punctuation. — 1.  Review  capitals  taught  in 
preceding  grades.  Give  daily  attention  to  the  correct  use  of 
them  in  all  written  work. 

2.  Review  the  past  work  in  punctuation,  and  teach  the  use 
of  the  apostrophe  in  contractions  and  abbreviations,  and  of  the 
hyphen  in  dividing  a  word  at  the  end  of  a  line. 

Word  Study. — Let  this  be  oral  and  written. 

1.  Review  and  amplify  all  work  of  the  preceding  grades 
applicable  to  the  work  of  your  class,  especially  that  covering 
habitual  mistakes. 

2.  Study  the  contractions  and  abbreviations  in  common  use, 
such  as  A.  M.,  P.  M.,  I’ve,  I’ll.  Dr.,  Rev.,  Gen. 

3.  Study  the  correct  forms  of  the  past,  present  perfect,  and 
past  perfect  tenses  of  the  verbs.  “It  had  blowed  away,”  “I 
ask  him,”  “I  have  swam,”  are  common  mistakes  under  these 
heads. 

4.  Study  colloquialisms:  (a)  for  correction  of  mistakes,  as, 
“If  I’d  a  known  I’d  a  come  to  school”;  (b)  for  training  in  the 
correct  use  of  admissible  colloquialisms,  as  don’t,  doesn’t, 
won’t,  isn’t. 

DRAMATIC  EXPRESSION. 

Follow  the  suggestions  given  under  this  head  in  the  preceding 
grades. 

Note. — The  work  outlined  for  this  grade  has  a  threefold  pur¬ 
pose:  the  correction  of  mistakes,  the  increase  of  the  vocabu¬ 
lary,  and  the  training  to  discrimination  in  the  use  of  words. 
It  is  not  the  intention  that  the  work  outlined  above  be  given  in 
the  order  in  which  it  is  here  presented,  or  in  any  formal  way. 
The  idea  is  that  every  occasion  afforded  by  the  daily  work  be 
made  profitable  for  practical  training  along  the  lines  suggested. 
The  teacher  should  always  adapt  the  work  to  the  special  needs 
of  her  class. 

GRADE  3B. 

COMPOSITION. 

Follow  the  general  and  specific  directions  for  oral  and  writ¬ 
ten  work  under  3A. 


30 


ASHEVILLE  COURSE  OF  STUDY 


CONSTRUCTIVE  WORK. 

Capitals  and  Punctuation. — 1.  Review  the  work  of  the  pre¬ 
ceding  grades  in  capitals,  and  give  daily  attention  to  their  cor¬ 
rect  use. 

2.  Give  close  attention  to  the  correct  use  of  the  punctuation 
marks  taught  in  the  preceding  grades. 

Word  Study. — Let  this  be  oral  and  written. 

1.  Continue  the  correction  of  the  mistakes  in  syntax  and 
the  drill  upon  the  correct  forms. 

2.  Continue  the  study  of  abbreviations  and  contractions,  and 
the  use  of  those  already  studied. 

3.  Teach  the  correct  writing  of  the  names  and  official  posi¬ 
tions  of  public  men  and  of  school  officials,  and  the  names  of 
local  organizations  and  institutions  of  interest  to  the  children. 

4.  Teach  paragraphing  as  suggested  in  3A. 

5.  Study  the  proper  use  of  the  comparatives  and  superlatives 
of  adjectives,  the  use  of  more  and  most  with  adjectives  of 
three  or  more  syllables,  and  the  use  of  adjectives  compared 
irregularly,  as,  good,  better,  best.  First,  correct  common  mis¬ 
takes,  as,  “He  is  the  tallest  of  the  two  boys,”  and  second,  train 
in  the  proper  use  of  the  less  familiar  forms. 

6.  Continue  the  drill  on  the  correct  use  of  the  past,  present 
perfect,  and  past  perfect  tenses. 

7.  Drill  on  correction  of  colloquialisms. 

8.  Teach  the  use  of  the  following:  I,  me,  mine;  this,  that, 
these,  those. 


DRAMATIC  EXPRESSION. 

Continue  this  work  in  connection  with  the  literature  as  sug¬ 
gested  heretofore. 


GRADE  4A. 

COMPOSITION. 

Plan  and  Purpose. — Pupils  on  entering  this  grade  should  be 
able  to  write  good  descriptions  and  narrations  of  a  simple  char¬ 
acter  and  within  the  limitations  of  their  knowledge  and  voca¬ 
bulary.  There  should  be  logical  arrangement  of  ideas,  and  a 
fair  degree  of  merit  in  the  construction  of  sentences,  as  well 
as  in  the  details  of  spelling,  punctuation,  capitals  and  penman¬ 
ship. 

In  this  grade  the  method  of  correlation  Avitli  history,  nature 

O  « J  7 


ENGLISH 


31 


study,  literature,  and  other  subjects,  will  differ  somewhat  fi  nn 
that  employed  earlier.  The  information  on  these  subjects  nat¬ 
urally  exceeds  the  ability  and  opportunity  to  reproduce  it  in 
writing,  but  the  oral  work  can  be  made  to  supplement  the  needs 
of  the  written  work  in  this  respect.  The  written  exercises  may 
be  of  two  kinds :  they  may  be  either  more  or  less  extended  com¬ 
position  on  a  bird,  or  a  plant,  for  example;  or  the  reproduc¬ 
tion  of  a  poem  or  story ;  or  they  may  be  based  on  matter  cover¬ 
ing  a  more  extensive  field  and  being  the  natural  rounding-up  of 
a  series  of  lessons,  for  instance,  the  systematic  arrangement 
of  the  knowledge  gained  on  some  topic  in  geography,  nature 
study,  or  history.  These  will  take  on  the  character  of  inven¬ 
tive  compositions,  in  which  the  arrangement  is  the  important 
feature,  and  will  require  more  time  and  more  persistent  effort 
on  the  part  of  the  pupil.  But  whatever  the  character  of  the 
written  work,  whether  the  short  composing  exercises,  or  the 
longer  inventive  composition,  the  products  are  of  equal  impor¬ 
tance,  and  each  should  be  complete. 

Practice  must  be  given  in  writing  pure  narration  and  pure 
description,  including  descriptions  of  characters  of  noted  men 
and  women.  Models  of  these  should  be  carefully  studied  to  set 
standards  of  excellence.  In  narrations,  the  individuality  and 
originality  of  the  pupils  will  have  wider  expression.  When  they 
have  attained  a  fair  degree  of  skill  in  each  form  of  composition, 
and  are  able  to  combine  the  two  forms,  they  may  be  given  a 
larger  freedom  of  choice  as  to  what  and  how  to  write.  Descrip¬ 
tions  will  be  frequently  introduced  into  narrations,  but  at  this 
stage  the  pupil  should  be  allowed  to  introduce  these  purposely 
and  consciously.  The  teacher  should  exercise  care  to  guide 
rather  than  to  control,  looking  more  to  the  growth  in  power  of 
self-expression  than  to  the  manner  of  expression,  which  should 
be  made  of  secondary  importance.  Pupils  should  still  be  re¬ 
quired,  of  course,  to  pay  strict  attention  to  spelling,  use  of  cap¬ 
itals,  writing,  and  appearance  of  manuscript. 


LETTER  WRITING. 

Practice  in  writing  letters  of  friendship  and  such  of  Ihe 
simpler  forms  of  social  and  business  notes  as  are  likely  to  be 
used  by  the  pupils  should  be  given.  Special  attention  should 
be  paid  to  correct  forms  of  address,  salutation,  complimentary 
close,  and  addressing  envelopes. 

CONSTRUCTIVE  WORK. 

Punctuation  and  Capitals. — 1.  Pupils  are  to  be  given  in 


32 


ASHEVILLE  COURSE  OF  STUDY 


struction  in  the  use  of  all  punctuation  marks  needed  in  their 
written  work  with  special  exercises  for  their  application. 

2.  Continue  the  work  of  the  preceding  year  to  develop  the 
idea  of  the  paragraph  and  its  use.  Apply  in  all  written  work. 

Word  Study. — Let  this  be  oral  and  written. 

1.  Correction  of  Mistakes,  (a)  Note  carefully  all  grammat¬ 
ical  mistakes  of  pupils  and  pursue  a  systematic  course  of  train¬ 
ing  in  both  oral  and  written  exercises  to  correct  them. 

(b)  Test  your  pupils  on  the  work  in  this  line  noted  in  the 
outline  for  the  grades  below  the  fourth,  and  train  to  correct 
usage  in  every  particular  in  which  the  tests  develop  the  need  of 
training. 

2.  Increase  of  Vocabulary.  Select  from  the  work  of  the 
grades  below  such  lines  of  word  development  as  you  deem  will 
be  profitably  pursued  by  your  pupils.  See  study  of  words  for 
second  and  third  grades.  If  each  week  two  good  strong  words 
not  in  common  use  among  your  pupils  are  learned  by  being 
used,  their  vocabularies  will  be  valuably  increased  by  the  end 
of  the  year. 

3.  Choice  of  Words.  In  this  work  will  be  given  a  wider  range 
of  exercises  in  word  study  than  the  two  branches  above  cover. 
The  purposes  of  these  exercises  should  be  both  to  train  to  gram¬ 
matical  exactness  by  correction  of  errors,  and  to  develop  dis¬ 
crimination  in  the  use  of  words. 

This  work  will  include  the  study  of,  and  practice  in  using 
correctly,  synonyms  and  synonymous  terms,  words  whose  mean¬ 
ings  are  often  confounded,  words  and  expressions  which  are 
commonly  misused,  and  the  tautological  use  of  words.  Some 
examples  of  words  to  be  drilled  upon  are:  love,  like;  intend, 
think ;  stay,  stop ;  shall,  will ;  should,  would ;  may,  can ;  might, 
could;  might,  may;  several,  few;  fewer,  less;  lots,  many;  lots, 
much ;  among,  between ;  says,  said ;  funny,  strange,  peculiar ; 
wish,  want;  proud,  vain;  bold,  brave;  expect,  suppose;  over, 
beyond;  above,  upon;  either,  any  one;  either,  or;  neither,  nor; 
guess,  think;  expect,  think;  tiresome,  tiring  or  fatiguing;  al¬ 
most,  most;  in,  into;  except,  unless;  except,  less;  plenty,  plen¬ 
tiful;  dangerous,  in  danger;  got,  have;  each,  every;  should, 
ought;  awful,  very;  some,  somewhat;  splendid,  nice;  pretty, 
grand,  fine;  as  leave,  “as  lief;”  as,  so;  so,  as;  so  as,  so  that; 
its,  their;  differ  from,  different  to;  them,  those;  both,  alike. 


ENGLISH 


33 


GRADE  4B. 

Most  of  the  material  for  oral  and  written  work  in  English  in 
this  grade  will  be  taken  from  Cooley’s  Language  Lessons  from 
Literature,  Book  One,  Chapters  I  to  XII,  inclusive. 


Note. — However  much  illustrative  matter  may  he  introduced 
into  the  recitation  by  the  teacher,  the  pupils  must  be  held  res¬ 
ponsible  for  a  certain  definite  lesson  which  the  teacher  has  pre¬ 
viously  assigned.  This  much  must  be  insisted  upon  in  order 
that  the  pupils  may  learn  how  to  use  a  text-book  intelligently. 
Let  the  teacher  give  pupils  no  more  help  preparatory  to  the 
study  of  the  lesson  than  she  finds  necessary.  Too  much  help 
is  worse  than  too  little,  as  it  tends  to  make  pupils  dependent. 


Chapter  I. — Study  the  chapter  thoroly  with  all  of  its  exer¬ 
cises,  teaching  the  pupil  how  to  attack  the  points  brought 
out  in  each  section.  Supplement  the  work  on  the  use  of  “seen”, 
Section  6,  by  daily  drill  on  the  exercises  in  the  Appendix,  pages 
185  and  180.  Read  carefully  the  preface  to  these  supplemen¬ 
tary  exercises  in  the  Appendix.  Here  lies  the  remedy  for  the 
use  of  poor  English. 


Chapter  II. — In  all  reproduction  work  stress  the  oral  work 
fully  as  much,  if  not  more  than,  the  written  work.  Encourage 
the  child  to  enrich  his  vocabulary  by  the  use  of  useful  new 
words. 


The  chief  new  subject  to  be  taught  in  this  chapter  is  para¬ 
graphing.  Make  this  clear  to  every  one,  and  fix  its  use,  before 
leaving  the  chapter. 

Supplement  the  work  on  “see"  and  “go”  by  the  exercises  in 
the  Appendix. 

Remember  that  the  definitions  given  to  be  learned  are  to  be 
memorized  by  every  child  after  he  has  learned  their  use. 


In  this  chapter,  the  use  of  every  punctuation  mark  and  capi¬ 
tal  should  be  justified  by  citation  of  previous  rules,  the  pupils 
doing  the  work. 


Chapter  III. — The  work  of  the  preceding  chapters  has  been 
chiefly  narrative.  In  this  chapter  stress  the  descriptive  work. 
Read  the  outlines  for  this  work  in  preceding  grades.  Supple¬ 
ment  if  necessary. 


Drill  daily  for  correction  of  false  syntax. 

Make  a  separate  lesson  of  the  “Review." 

Chapter  IV. — The  new  point  brought  out  in  this  chapter  in 


34 


ASHEVILLE  COURSE  OF  STUDY 


connection  with  the  study  of  a  poem,  is  form.  Distinguish  be¬ 
tween  “verse”  and  “stanza.”  Remember  that  the  poems  given 
to  be  memorized  are  to  be  learned  by  all.  The  learning  by 
heart  of  good  literary  forms  not  only  furnishes  a  great  pleasure 
for  after  life,  but  forms  one  very  efficient  means  of  enriching 
the  vocabulary. 

Do  not  slight  the  word  study  outlined. 

Do  all  the  other  work  carefully. 


Chapters  V  and  VI. — Letter  forms.  Study  carefully  Helen 
Keller’s  letter.  Make  a  point  of  her  age  and  limitations.  Bring 
in  other  letters  of  good  form  for  study.  Have  the  matter 
learned  carefully  applied  in  letters  written  by  pupils.  Refer  to 
the  Appendix  daily. 


Chapter  VII. — Nouns,  adjectives  and  verbs.  Study  the  story 
of  “Saint  Guido”  with  the  view  of  teaching  these  three  parts  of 
speech.  Formulate  a  definition  for  each  and  learn. 

In  the  written  composition,  “A  walk  from.  . .  .to.  . .  .,”  seek 
to  combine  the  narrative  and  descriptive  forms.  Stress  both 
of  these  forms  in  the  composition  work  henceforth. 

Take  a  separate  lesson,  carefully  prepared,  for  the  “General 
Review.”  Use  the  Appendix  daily,  and  supplement  these  exer¬ 
cises  from  other  sources. 


Chapter  VIII. — Emphasize  the  lessons  on  the  use  of 
and  “as,”  “a”  and  “an,”  and  the  contractions  given. 


u 


like 


V 


Chapter  IX. — This  chapter  contains  excellent  matter  for 
oral  and  written  work.  Spend  considerable  time  here  on  cor¬ 
rect  oral  reproduction.  Also,  endeavor  to  get  the  pupils  to  ap¬ 
preciate  the  spirit  of  the  stories  and  poems. 

In  the  description  work,  stress  narration,  description,  and 
paragraphing. 

Drill  on  Lesson  9  in  the  Appendix. 


Chapter  X. — The  work  of  this  chapter  is  based  upon  winter 
sports.  In  illustrating  the  first  poem,  use  water  colors.  Fol¬ 
low  the  other  directions  as  outlined. 

Make  a  separate  lesson  of  the  “Review.”  Make  use  of  the 
Appendix  in  this  connection. 

Chapter  XI. — The  extract  from  Hiawatha  is  used  to  teach 
the  use  of  words,  punctuation,  the  use  of  quotation  marks,  the 
uses  of  “O”  and  “Oh,”  and  personification.  Give  careful  atten¬ 
tion  to  each  of  these.  In  the  written  composition  see  that  a 
conversation  is  brought  in  and  that  the  quotations  are  properly 


ENGLISH 


35 


punctuated.  Distinguish  between  direct  and  indirect  quota¬ 
tions. 

Chapter  XII. — The  new  phase  of  written  composition  begun 
in  the  last  chapter  is  conversation.  Emphasize  this  in  this  chap¬ 
ter.  For  form,  study  some  well-written  story  in  addition  to 
what  is  given  in  the  text-book. 

Encourage  invention  in  the  composition  work. 

Call  constantly  for  reasons,  rules,  and  definitions  in  review. 

General  Review. — At  the  end  of  the  term  review  the  sep¬ 
arate  subjects  of  study  systematically  for  about  one  week,  call¬ 
ing  for  sufficient  illustration  on  the  part  of  the  pupil  to  satisfy 
you  that  he  understands  and  can  apply  in  speech  and  writing 
wliat  he  has  studied. 


GRADE  5A. 

Read  carefully  the  outlines  for  the  preceding  grades,  test  the 
pupils  on  the  ground  covered,  and  drill  on  their  weak  points. 

In  this  class  Cooley’s  Language  Lessons  from  Literature, 
Book  One,  will  be  completed.  This  work  should  be  supple¬ 
mented  frequently  by  compositions  based  upon  the  courses  in 
literature,  history,  and  geography. 

See  Note  under  4B. 

The  first  draft  of  all  written  work  should  be  put  in  the  com¬ 
position  book  and  corrected,  and  then  rewritten  until  correctly 
done. 

Chapter  XIII. — Work  on  quotations  continued,  with  refer¬ 
ence  to  punctuation  preceding  them  when  used  as  part  of  a  sen¬ 
tence.  See  that  pupils  do  not  confuse  this  with  titles,  as  on 
page  104. 

All  of  the  memory  work,  word  study,  spelling  and  dictation 
work  should  be  carefully  done  thruout  the  term. 

Use  Lesson  14  in  the  Appendix,  and  review  with  daily  drill 
such  of  the  preceding  exercises  in  the  Appendix  as  are  neces¬ 
sary  to  correct  mistakes  in  English.  Read  carefully  the  preface 
to  the  Appendix. 

Chapter  XIV. — Study  carefully  the  story  of  Mercury  and 
how  he  got  the  magic  wand,  and  use  the  material  as  a  basis  for 
composition,  combining  narration  and  description.  See  the 
suggestions  on  narration  and  description  in  Grades  Three  and 
Four. 

In  this  work  see  that  the  use  of  every  punctuation  mark  and 


36 


ASHEVILLE  COURSE  OF  STUDY 


capital  letter,  the  making  of  every  paragraph,  and  all  other 
matters  of  form,  are  justified  by  citing  previous  rules.  Do  this 
in  all  written  composition  from  now  on.  In  this  way  only  can 
you  fix  in  the  pupils’  minds  what  has  been  studied  and  passed 
over  in  English. 

Chapter  XV. — In  this  chapter  the  work  on  quotations  is  ex¬ 
tended,  emphasis  being  placed  on  the  direct  and  indirect  forms. 

Drill  on  the  use  of  “learn”  and  “teach.”  See  Appendix. 

Chapter  XVI. — The  greater  part  of  this  chapter  is  given  up 
to  a  study  of  words,  which  will  prove  very  useful.  This  is  an 
important  part  of  English  work.  Stress  it. 

Study  and  apply  the  work  on  possessives. 

Drill  daily  on  use  of  “done.”  See  Appendix. 

Chapter  XVII. — The  first  part  of  this  chapter  is  given  to  the 
study  of  personal  pronouns  and  their  use  in  the  sentence.  It 
will  doubtless  be  necessary  to  supplement  the  work  in  order  to 
impress  these  points  thoroly  on  the  pupils. 

Study  the  poem  “In  School-Days”  carefully  with  regard  to 
its  descriptive  features. 

Make  daily  use  of  the  exercises  on  “lie”  and  “lay,”  given  in 
the  Appendix. 

Chapter  XVI II. — “The  Water  Babies”  continued,  with  “The 
Wayside  Well,”  and  “The  Fountain,”  to  present  good  descrip¬ 
tions  of  a  spring  and  its  surroundings  as  a  basis  for  similar 
original  work  by  the  pupil,  form  the  subject  of  this  chapter. 
Have  the  picture  of  “The  Wayside  Well”  done  in  color. 

Continue  the  daily  drill  on  “lie”  and  “lay,”  and  take  up  the 
work  on  “to”  and  “at”  given  in  the  Appendix. 

Chapter  XIX. — Enlarge  on  the  work  given  for  present  and 
past  tenses. 

Emphasize  the  work  given  on  gaining  a  good  mental  picture 
of  the  scene  that  lay.  before  “Tom.”  Stress  the  work  on  the 
proper  use  of  prepositions.  The  correct  use  of  “at”  needs  spec¬ 
ial  attention  in  Asheville. 

Give  daily  drill  on  the  exercises  given  in  the  Appendix  for 
the  correct  use  of  pronouns. 

Chapter  XX. — Give  drill  on  the  formation  of  the  plural  of 
common  words,  and  have  the  rules  memorized.  Supplement  the 
work  given  on  this. 

Give  due  attention  to  the  work  on  paragraphing.  The  pupils 
should  have  little  trouble  with  this  now. 


ENGLISH 


37 


Drill  daily  on  the  use  of  "strange”  and  “funny,”  and  of  “in” 
and  “into.” 


Chapter  XXI. — The  subject  of  quotations  is  reviewed  here. 
Use  the  reader  for  further  work  if  necessary. 

Study  of  plurals  extended.  Review  the  old  rules  and  learn 
the  new  ones  for  words  ending  in  f  and  fe. 

Have  the  children  learn  by  heart  the  ten  words  having  the 
singular  and  plural  alike,  and  have  these  used  correctly  in  sen¬ 
tences. 

Give  much  drill  on  the  number  and  tense  forms  of  the  verbs 


given  on  pages  162  and  163. 

By  this  time  the  pupils  should  be  quite  proficient  in  writing 
on  subjects  which  call  for  exercise  of  the  imagination,  such  as 
the  subject,  “Where  Go  the  Boats?”  page  164.  If  they  are  not 
proficient,  emphasize  the  work  here. 

Use  the  drill  on  “among,”  arid  “between,”  given  in  the  Ap¬ 
pendix. 


Chapter  XXII. — This  chapter  is  a  difficult  one.  Careful, 
persistent  drill  on  the  different  forms  of  the  possessive  plural 
will  be  required. 

Extend  the  review  of  punctuation  and  capitalization. 

From  now  until  the  end  of  the  term  review  correct  forms  of 
speech  daily,  as  occasion  arises.  See  Appendix. 


Chapter  XXIII. — This  chapter  is  a  review  of  the  work  on 
descriptive  words,  pronouns,  and  verbs.  Do  not  hesitate  to  call 
these  parts  of  speech  by  their  names. 

In  connection  with  the  work  in  Section  4  read  the  class  the 
story  of  “Captain  January,”  which,  like  “The  Spray  Sprite,”  is 
the  story  of  a  little  girl  who  lived  in  a  lighthouse. 


Chapter  XXIV. — Review  here  the  work  on  capital  letters 
and  commas  and  give  the  rules  applying. 

Review  the  letter  and  its  parts,  giving  their  names. 

General  Review. — Spend  such  time  as  remains  of  the  term 
in  reviewing  the  rules,  the  poems  memorized,  and  all  points  on 
which  the  class  has  proved  to  be  weak. 


GRADE  5B. 

Use  Cooley’s  Language  Lessons,  Book  Two,  as  a  basis  for  this 
term’s  work,  completing  chapters  I  to  inclusive.  Supple¬ 
ment  the  work  by  compositions  on  the  lessons^in  history,  geog¬ 
raphy  and  literature.  \r\  \ 

See  Note  under  4B.  — 


38 


ASHEVILLE  COURSE  OF  STUDY 


Chapters  I-III. — Most  of  the  exercises  in  these  three  chap¬ 
ters  are  for  review  of  subject  matter  covered  during  the  pre¬ 
vious  year.  The  quotation  within  a  quotation  is  new,  however. 
Drill  most  on  the  weak  points. 

The  word  study  in  these  chapters  is  excellent,  and  should  be 
mastered. 

Call  frequently  for  the  reasons  for  punctuation  marks,  capi¬ 
tals,  paragraphs,  and  other  matters  of  form,  in  the  written 
work. 

If  these  chapters  happen  to  be  taken  up  in  the  fall  or  spring 
thev  may  well  be  correlated  with  nature  work. 

Memorize  this  term  without  omission  everything  given  in  the 
book  to  be  learned. 

Give  one  or  more  lessons  to  Section  I  of  the  Appendix,  and 
see  that  the  pupils  apply  in  their  use  of  the  dictionary  the 
knowledge  gained  here. 

Chapter  IV. — Emphasize  the  work  on  the  subject  and  predi¬ 
cate  until  each  child  can  name  the  parts  of  the  sentence  without 
difficulty.  Give  lists  of  sentences  and  phrases  for  differentia¬ 
tion. 

Give  daily  drill  on  repeating  in  sentences  the  verb  forms  most 
commonly  spoken  incorrectly.  See  Section  VIII. 

Take  Section  II  of  the  Appendix. 

Chapter  V. — The  broken  quotation  is  new.  Drill  on  the  con¬ 
versational  forms  in  compositions.  Apply  in  Section  V.  Teach 
Section  III  of  the  Appendix. 

Chapter  VI. — Help  the  children  to  see  the  beauty  of  lan¬ 
guage  and  tliot  in  “The  Sandpiper.” 

Endeavor  to  stimulate  interest  in  the  note  book  work  by 
praising  the  books  that  are  carefully  kept,  by  discussing  many 
of  the  records,  and  by  having  passages  from  the  best  books  read 
aloud,  as  suggested.  Tell  the  children  briefly  of  the  famous 
diaries  that  have  been  kept,  and  how  they  proved  of  interest 
and  value  to  their  owners  and  even  to  the  world  (Pepys,’  Louisa 
May  Alcott's,  Franklin’s).  Show  that  to  be  interesting,  a  diary 
needs  only  to  be  simply  told  and  true  to  life. 

Too  much  drill  can  hardly  be  put  upon  the  use  of  “write,” 
“wrote,”  “written;”  “rite,”  rote,”  Section  III. 

As  this  is  a  short  chapter,  take  Section  V  of  the  Appendix 
with  it.  > 

Chapters  VII  and  VIII. —  Notes  of  invitation,  and  then  let¬ 
ter  writing,  are  taken  up  in  these  two  chapters.  The  subject  of 


ENGLISH 


39 


letter  writing  is  one  the  importance  of  which  can  hardly  be 
over-estimated.  Very  often  the  first  practical  application  a 
school  boy  makes  of  his  language  work  is  when  he  writes  a  let¬ 
ter  applying  for  a  position ;  and  by  this  letter  the  business  man 
who  receives  it  will  judge  the  boy  and  the  work  of  the  school. 
Aim  high  in  teaching  letter  writing.  Aim  to  have  every  pupil 
be  able  to  write  what  may  be  called  a  good  letter,  natural  and 
easy  in  expression,  perfect  in  form,  and  perfect  in  neatness,  by 
the  time  this  subject  is  left.  Impress  upon  the  pupils  the  im¬ 
portance  of  this  matter  of  form.  Not  every  child  can  become  a 
fluent  or  voluminous  letter-writer,  nor  is  this  expected.  But 
every  pupil  can  learn  to  write  a  correct  letter — correct  in  form, 
accurately  spelled,  neatly  written,  correctly  folded,  and  placed 
in  an  envelope  neatly,  symmetrically  and  clearly  addressed. 

Do  not  let  the  children  be  afraid  of  closing  their  letters  when 
they  get  thru,  without  “I  guess  I  will  close  now,”  or  similar 
expressions ;  yet  teach  forms  of  closing  that  shall  not  be  abrupt. 

For  help  here,  call  the  pupils’  attention  to  the  blank  letter 
form,  p.  389. 

Speak  of  the  importance  of  prompt  answers  to  business  let¬ 
ters  and  to  notes  of  invitation. 

Much  practice  may  be  necessary  before  good,  neat  letters  will 
be  produced  by  all. 

Study  carefully  the  abbreviations  of  titles  and  of  states,  for 
addresses. 

Do  careful  work  on  “know,”  “knew,”  and  “new”  in  Section 
IV,  Chapter  VIII. 


Chapter  IX. — The  study  of  the  use  of  negatives  taken  up  in 
this  chapter,  will  no  doubt  be  found  applicable  to  the  needs  of 
the  class  in  spoken  English.  Have  much  oral  drill  on  the  out¬ 
lines  given  in  Section  II  to  break  up  the  use  of  “I  haven’t  no 
paper x”  and  like  expressions,  if  they  are  ever  heard  in  your 
class. 


Chapter  X. — Get  the  children  to  see  and  tell  themselves  the 
moral  of  “The  Legend  of  St.  Christopher.” 

Take  Section  IV,  Appendix. 


Chapters  XI-XIII.— The  selections  for  these  three  chapters 
are  well  chosen.  Endeavor  to  make  the  most  of  them  from 
a  moral  as  well  as  from  a  literary  standpoint.  Bead  to  the  class 
other  stories  of  knighthood,  and  if  the  class  has  not  read  “The 
King  of  the  Golden  River”  recently,  have  it  read  now.  En¬ 
deavor  to  imbue  your  pupils,  especially  the  boys,  with  the 


40 


ASHEVILLE  COURSE  OB”  STUDY 


knightly  spirit,  and  once  begun,  continue  this.  Refer  to  the 
principle  frequently,  and  make  it  of  working  value. 

It  will  probably  be  necessary  for  you  to  do  more  work  on  the 
comparison  of  adjectives  than  is  outlined  in  Chapter  XI,  to  get 
the  desired  results.  Illustrate  freely  the  use  of  the  comparative 
and  superlative  degrees  of  adjectives  in  sentences  as  in  Lesson 
5,  page  81. 

There  is  excellent  material  for  drill  in  pronunciation  on  page 
S3.  This  is  an  important  and  much  neglected  part  of  language 
work.  Almost  daily  drill  should  be  given  on  it,  sometimes  in 
connection  with  the  reading. 

The  word  study  on  pages  78,  84  and  90  can  be  especially  help¬ 
ful. 

Dwell  long  enough  on  the  teaching  of  “shall”  and  “will”  to 
give  each  child  a  clear  understanding  of  when  to  use  each,  and 
then  fix  the  habit  by  daily  drill  on  sentences  using  these  words 
correctly. 

Do  not  forget  that  unless  the  pupil  sees  the  pictures  behind 
the  words  the  best  literary  selections  are  but  so  many  meaning¬ 
less  words  to  him.  This  is  true  of  all  reading.  Be  sure,  there¬ 
fore,  that  all  the  children  are  seeing  the  pictures. 

Give  one  lesson  a  week  on  “ie,”  “ei,”  and  equivalents  from  the 
Appendix. 

Chapters  XIV-XVII. — These  four  chapters  present  biog¬ 
raphies  and  character  sketches  of  Lincoln,  Washington,  Long¬ 
fellow,  and  Lowell. 

Make  a  careful  study  of  the  list  of  words  on  page  100,  as  they 
will  be  used  in  the  work. 

Read  from  other  sources  to  give  a  more  complete  knowledge 
of  the  men  whose  lives  and  characters  are  being  studied.  For 
Lincoln  and  Washington,  history  will  help. 

The  poem,  “O  Captain !  My  Captain,”  will  call  for  consider¬ 
able  explanation  of  the  events  of  the  Civil  War  to  which  it  has 
reference  in  order  that  it  may  be  understood  by  fifth  grade 
children. 

The  composition  suggested  on  page  108  will  give  a  good  op¬ 
portunity  to  introduce  argument  into  composition  in  an  elemen¬ 
tary  way. 

Insist  upon  good  form  in  all  of  the  written  work.  See  that 
each  pupil  is  able  to  make  correct  use  of  capitals,  punctuation 
marks,  and  the  paragraph,  and  that  he  is  able  to  justify  these 
by  citing  rules  and  giving  reasons. 

At  the  close  of  the  term  take  a  general  review  of  the  chapters 


ENGLISH 


41 


completed,  dwelling  most  upon  the  subjects  which  the  pupils 
do  not  understand  clearly  or  apply  with  facility. 

GRADE  6 A. 

Chapters  XYIII-XXXIV  of  Cooley’s  Language  Lessons, 
Look  Two,  will  be  the  text  for  this  term’s  work,  which  should 
be  supplemented  by  compositions  based  on  the  work  in  history, 
geography,  and  literature. 

Chapter  XVIII. — The  agreement  of  verbs  with  singular  and 
with  plural  subjects  is  taken  up  under  the  heads  “Forms  of 
Words  Used  to  Assert,  or  Make  Statements,”  and  “Forms  of 
Words  Used  to  Assert  Action,”  in  this  chapter.  Make  this  sub¬ 
ject  clear,  then  fix  the  principle  by  written  exercises  and  by 
much  oral  drill.  A  good  plan  in  this  oral  drill  is  to  question 
the  children  in  such  a  way  that  they  must  use  the  correct  forms 

t/ 

of  common  verbs,  agreeing  sometimes  with  a  plural,  sometimes 
with  a  singular  subject,  in  their  answers.  Try  to  so  train  the 
child’s  ear  for  language  that  a  wrong  form  will  come  to  sound 
wrong  to  him, — will  offend  his  ear  just  as  surely  as  a  discord 
on  the  piano  jars  on  the  ear  of  the  musical. 

In  connection  with  the  composition  on  “A  Ride  on  a  Kite,” 
read  to  the  class,  or  recall  to  them,  if  they  have  read  it,  the  de¬ 
scription  of  the  bird’s-eye-view  the  heroes  of  Jules  Verne’s  “Mys¬ 
terious  Island”  had  from  their  balloon;  or  of  that  which  the 
“Little  Lame  Prince”  saw  from  his  wishing  rug. 

Chapter  XIX. — The  descriptions  of  the  hero  of  “The  King  of 
the  Golden  River,”  and  of  Tcliabod  Crane,  are  worth  close  study 
on  the  part  of  the  pupils.  When  they  write  their  descriptive 
compositions,  warn  them  against  the  common  fault  of  writing 
one  sentence  on  the  costume,  for  example,  of  their  subject,  then 
one  on  his  hair,  then  another  on  his  clothes,  one  on  his  eyes, 
another  on  his  hair,  and  so  on.  It  will  require  thot  and  care 
on  the  part  of  the  pupils  to  produce  a  personal  description  in 
which  the  opening,  general  paragraph  shall  interest  without 
giving  too  much  detail,  and  in  which  sentences  describing  one 
particular  feature  of  the  subject’s  appearance  shall  not  be  scat¬ 
tered  about  in  different  paragraphs. 

Get  the  children  interested  in  noting  especially  graphic 
words  describing  persons,  things,  and  actions  as  they  come  to 
them  in  their  reading. 

Chapters  XX  and  XXL— Study  thoroly  the  principal  parts 
of  the  list  of  common  verbs  given  in  Sections  I  and  IL 


42 


ASHEVILLE  COURSE  OF  STUDY 


Chapter  XX,  and  use  them  in  written  exercises  and  in  much 
oral  drill.  It  will  probably  be  best  to  have  the  principal  parts 
and  definitions  of  meaning  of  the  verbs  “to  sit,”  “to  set;”  “to 
lie,”  “to  lay,”  memorized  outright.  Correct  sharply  the  use  of 
a  wrong  form  of  any  of  these  verbs  in  any  lesson  or  conversa¬ 
tion,  and  let  the  child  understand  that  you  cannot  regard  his 
language  work  as  good  if  he  does  not  apply  daily  what  he 
learns.  Pursue  the  same  methods  with  regard  to  the  review  of 
the  correct  use  of  “shall”  and  “will,”  Chapter  XXI. 

Take  Section  VII,  Appendix. 

Chapters  XXII-XXV. — The  studv  of  the  extracts  from 
John  Burrough’s  writings,  of  the  bird  story  by  Aldrich,  of  the 
descriptions  of  birds,  and  of  the  poems  by  Lowell  and  Tennyson, 
which  form  the  reading  matter  of  these  chapters,  cannot  fail  to 
increase  greatlv  the  children’s  interest  in  the  woods  and  wild 
creatures.  Foster  this  interest  in  every  way  possible,  making 
all  this  work,  of  course,  practically  one  with  the  nature  work. 
Good,  live  compositions  will  be  the  result.  Talk  with  the  chil¬ 
dren  about  well-known  men  who  have  loved  Nature  and  her 
wild  creatures  other  than  those  mentioned  in  the  book — as, 
Thoreau,  Agassiz,  Audubon,  Ernest  Thompson  Seton.  Get 
them  interested  in  reading  nature  stories  and  the  magazines 
which  print  articles  on  the  wild  animals  and  wood-life.  Finally, 
and  above  all,  incite  the  children  to  much  original  investigation, 
and  to  discussion  in  class  of  disputed  points.  What  article,  or 
extract,  or  story  that  they  have  read  made  the  wild  life  seem 
most  real  to  them?  Are  Seton’s  stories  true  to  life?  If  not, 
how  nearly  so?  What  has  one  pupil  seen  of  the  habits  of  a 
common  bird  that  others  have  not?  What  wild  flower  has  some 
one  found  outside  of  its  accustomed  haunts?  Try  to  bring  up 
these  and  like  questions.  Insist  on  careful,  personal  investiga¬ 
tion,  and  accept  only  accurate  statements. 

Give  plenty  of  drill  on  changes  in  forms  of  verbs,  Section  IT, 
Chapter  XXIII ;  use  of  singular  forms  with  “each,”  “every,” 
etc.,  Section  IV,  same  chapter;  correct  use  of  “eat,”  etc.,  Sec¬ 
tion  VI ;  and  of  “saw,”  etc.,  Chapter  XXIV,  Section  III. 

Chapter  XXVI. — Frill  in  written  exercises  and  oral  sen¬ 
tences  on  the  comparatives  of  “few,”  “many,”  “much,”  and 
“little,”  and  the  correct  use  of  all  these  words.  Take  Section 
VIII,  Appendix. 

Chapter  XXVII. — As  the  children  study  the  personal  de¬ 
scriptions  in  this  chapter,  have  them  note  and  tell  the  differ¬ 
ence  between  the  persons  described  in  the  reading  matter  in 


ENGLISH 


43 


Chapter  XIX  and  those  described  here — those  grotesque,  these, 
beautiful.  Call  for  many  words  which  could  be  used  to  describe 
persons  of  these  two  different  aspects. 

Have  the  pupils  tell  what  “’s”  stands  for  in  each  line  of  the 
selection  from  Browning  beginning  “The  year’s  at  the  spring,” 
Section  VI. 

A  review  of  the  rules  for  punctuation  and  capitalization,  and 
of  those  for  writing  plurals  and  possessives,  closes  this  chapter. 
Test  the  children  on  this  work  by  having  them  give  written  ex¬ 
amples  for  each  rule,  and  having  them  correct  sentences  in 
which  wrong  forms  of  plurals  and  possessives  are  used,  and 
complete  sentences  in  which  punctuation  is  lacking.  Multiply 
examples  on  the  weak  points  discovered. 

Drill  on  any  subjects  in  Part  I  which  you  think  are  perhaps 
not  thorolv  understood. 


Chapter  XXVIII. — This  chapter  begins  Part  II  of  the  text¬ 
book,  in  which  is  begun  a  systematic  study  of  the  elements  of 
grammar.  The  supplementary  lessons  in  the  back  of  the  hook 
are  to  be  taken  with  the  chapters  suggested,  and  used  for  drill 
on  the  rules  of  grammar. 

Take  Section  IX,  Appendix. 


Chapter  XXIX. — Here  the  study  of  the  division  of  the  sen¬ 
tence  into  subject  and  predicate  is  begun.  Make  this  clear,  have 
the  rules  learned  by  heart,  and  use  carefully  the  drill  work, 
oral  and  written,  in  Sections  II  and  III  and  in  the  supplemen¬ 
tary  lesson,  so  that  the  children  may  be  thorolv  familiar  with 
subject  and  predicate  before  they  pass  on  to  the  study  of  other 
parts  of  the  sentence. 


Chapter  XXX. — Take  the  second  section  of  the  supplemen¬ 
tary  lessons,  as  suggested,  and  have  the  children  memorize  the 
definition  of  a  verb-phrase,  and  the  rules  for  the  use  of  nouns. 
Take  Section  X,  Appendix. 


Chapters  XXXI-XXXIV.— These  chapters  .  complete  the 
work  of  this  term.  The  reading  matter  consists  mainly  of 
descriptions  and  stories  of  forest  trees,  life  in  the  woods,  and 


the  lumbering  industry. 

The  adjective  is  taken  up  in  Chapter  XXX  T.  W  lien  the  force 
of  the  adjective  is  clearly  understood,  have  the  definition  mem¬ 
orized.  Study  carefully  the  correct  use  of  “each  and  “even  , 
“this,”  “that,”  “these,”  “those,”  in  the  supplementary  lesson. 
Multiply  examples  of  the  adjective  in  written  and  oral  voik 
until  the  children  are  thorolv  familiar  with  its  use,  and  read\ 


44 


ASHEVILLE  COURSE  OF  STUDY 


to  take  up  the  study  of  the  adverb,  Chapter  XXXII.  It  will 
take  much  oral  practice  to  make  the  children  familiar  with  the 
correct  use  of  the  adverbs  “rather,  nearly,  somewhat,  very,  and 
greatly,”  studied  in  this  chapter,  and  to  break  up  the  use  of 
“real”  and  “some,”  for  “rather,”  “greatly,”  or  “somewhat;”  and 
the  use  of  awful,”  “awfully,”  “dreadful,”  and  “dreadfully” 
for  “very”  or  “greatly.”  The  strictest  attention  will  have  to  be 
paid  to  the  checking  of  these  habits  of  loose,  exaggerated 
speech  in  daily  conversation. 

Have  the  children  point  out  in  every  example  what  adverbs 
answer  to  the  question  “How?”  what  to  the  question  “When?” 
etc.,  then  have  the  definitions  of  these  adverbs  learned. 

Take  Section  XT  of  the  Appendix. 

Chapter  XXXI II  takes  up  the  study  of  the  preposition.  Not 
the  least  important  part  of  this  chapter  are  the  supplementary 
lessons  giving  work  on  the  use  of  “into”  and  “on;”  “to”  and 
“at;”  “between”  and  “among”  (give  plenty  of  examples  here, 
and  watch  the  compositions  and  oral  work  to  be  sure  that  these 
words  are  understood)  ;  and  of  prepositional  phrases,  and  the 
correct  use  of  “to,”  “two,”  and  “too.”  A  good  way  to  drill  on 
the  use  of  the  last  three  words  is  by  dictation  lessons. 

A  complete,  general  review  will,  of  course,  round  up  the  work 
of  the  term  upon  the  completion  of  Chapter  XXXIV.  A  good 
'wav  to  conduct  this  review  will  be  to  let  the  last  three  compo¬ 
sitions,  those  suggested  at  the  close  of  Chapter  XXXIV,  consti¬ 
tute  a  test  on  all  the  principles  and  rules  studied  this  term,  in¬ 
cluding  the  rules  and  definitions  of  grammar,  and  the  rules 
for  capitalization  and  punctuation.  Underline  the  sentences 
containing  mistakes  in  these  compositions,  and  then  return  the 
work  to  be  corrected  bv  the  children.  Insist  that  they  find  out 

*/  f 

what  is  wrong,  and  why,  and  that  they  then  correct  the  sen¬ 
tences.  If  any  of  the  children  are  unable  to  find  their  mistakes, 
have  their  compositions  read  to  the  class,  so  that  the  mistakes 
may,  if  possible,  be  pointed  out  by  the  others.  Tn  this  way, 
probably  almost  every  subject  studied,  every  rule  memorized, 
will  be  brought  up  before  the  class.  Tt  has  been  the  experience 

of  manv  school  children  that  what  thev  “failed  on”  in  exam- 
*/  * 

inations  they  never  forgot  afterwards.  Try,  then,  to  make  the 
weak  points  of  any  in  the  class,  as  brought  out  by  this  test,  the 
strong  points  of  all. 


ENGLISH 


45 


GRADE  6B. 

Chapter  XXXV. — The  story  of  the  Pilgrims  is  the  subject 
of  this  chapter,  and  the  grammar  study  is  on  pronouns.  Make 
clear  to  the  children  the  meaning  of  pronouns,  and  have  them 
learn  their  singular  and  plural,  subject  and  possessive  forms. 
Note  the  little  rule  ‘‘The  apostrophe  is  never  used  with  the  pos¬ 
sessive  form  of  a  pronoun,”  and  give  examples  of  this.  Have 
the  children  note  the  meaning  of  “it’s”  and  of  “its”.  Practice 
orally  on  the  verbs  “to  teach”  and  “to  learn”  in  the  supple¬ 
mentary  lessons. 


Chapter  XXXVI. — Stories  of  school  life  form  the  reading 
matter  of  this  chapter.  Review  subject,  predicate  and  forms 
of  verb-phrases,  before  taking  up  the  object,  or  object  comple¬ 
ment.  Give  plenty  of  examples  of  this  construction,  and  have 
the  rule  for  it  memorized. 


Chapter  XXXVII. — After  reading  “The  Oak  of  Geismar” 
test  the  children  on  last  term’s  work  by  having  them  tell  the 
subject,  verb-phrase,  and  predicate  of  many  of  the  sentences; 
name  the  nouns,  verbs,  pronouns,  adjectives,  adverbs  and  pre¬ 
positions;  arid  cite  rules  for  the  use  of  capitals  and  punctuation 
marks  to  the  extent  of  their  knowledge.  They  may  then  take 
up  the  descriptive  phrases  to  be  studied  in  Section  II.  Have 
them  give  many  more  examples  of  such  phrases.  The  supple¬ 
mentary  lesson  gives  more  work  on  the  object-complement, 
based  on  “The  Oak  of  Geismar.” 


Chapter  XXXVIII. — Review  the  subject  pronouns  and  their 
use  before  taking  up  the  object  pronouns  in  this  chapter.  Much 
oral  work  in  connection  with  the  supplementary  lesson  will  be 
necessary  to  fix  the  use  of  the  object  pronouns  after  preposi¬ 
tions  and  especially  after  prepositions  implied,  as  “Mary  is  a 
good  friend  to  my  brother  and  (to)  me.” 

Chapter  XXXIX. — Make  plain  “description  by  comparison’ 
giving  the  class  plenty  of  supplementary  examples  of  simile  and 
metaphor.  Give  more  examples  of  conjunctions  in  the  study 
of  compound  sentences.  Sometimes  children  confuse  conjunc¬ 
tions  with  prepositions,  merely  because  both  are  short  words. 
Test  on  this  point. 

Take  Section  XV,  Appendix. 

Chapter  XL. — Continue  in  the  extract  from  “Snow-Bound 
given  here,  the  work  of  naming  the  parts  of  sentences,  and  tell 
ing  the  name  of  each  word,  to  the  extent  of  the  children  s  knowl- 


46 


ASHEVILLE  COURSE  OF  STUDY 


edge.  A  few  minutes’  drill  on  this  in  every  language  lesson 
will  constitute  a  continual  review.  Give  plenty  of  oral  work 
on  the  use  of  the  subject  pronouns  after  the  verb  to  be,  having 
the  children  say  ‘‘It  is  I,”  etc.,  in  answer  to  questions,  until 
“It  is  me”  sounds  wrong  to  them,  and  “  It  is  I,”  sounds  right, 
contrary  to  what  is  probably  now  the  case  with  many. 

Chapter  XLI. — This  chapter  reviews  the  adjective  and  its 
use,  and  the  limiting  abjectives  are  reviewed  and  extended  in 
the  supplementary  lessons.  Lesson  2  under  Section  IX  in  this 
supplementary  work  constitutes  a  review  of  the  limiting  ad¬ 
jectives,  correct  verb  forms,  “shall”  and  “will ;”  “teach”  and 
“learn,”  etc.,  that  should  be  done  thoroly.  Proper  nouns  and 
adjectives  are  then  taken  up,  then  nouns  and  descriptive  ad¬ 
jectives  formed  from  them,  then  adverbs.  Study  carefully  the 
words  which  may  be  either  adjectives  or  adverbs,  according  to 
their  meaning. 

Chapter  XLI  I. — Review  the  use  of  capitals  in  titles,  and  of 
quotation  marks  around  titles  in  a  sentence,  in  connection 
with  Section  II.  Study  carefully  the  possessive  pronouns  in 
Section  IV,  and  adjective  pronouns  as  subjects,  in  the  supple¬ 
mentary  work. 

Chapter  XLIII. — Explain  the  clause  carefully.  In  the  con¬ 
junctive  pronouns  connecting  subordinate  with  principal 
clauses,  “whom”  is  the  one  which  will  require  the  most  oral 
drill.  Have  plenty  of  oral  work  in  which  sentences  like  “To 
whom  did  you  give  it?”  shall  be  given  by  the  children. 

Take  Section  XVI,  Appendix. 

Chapter  XLIV. — Study  these  conjunctive  pronouns  care¬ 
fully.  Give  plenty  of  written  and  oral  work  on  “who,”  “which”  * 
and  “that,”  and  break  up  the  use  of  “what”  referring  to  a  noun 
which  is  expressed  (“You  know  that’ pencil  what  I  gave  him”), 
if  it  is  ever  heard  in  your  class. 

Chapter  XLV. — This  chapter  and  the  supplementary  lessons 
connected  with  it  give  an  interesting  study  in  adjectives  and 
the  adverbs  formed  from  them,  and  will  be  valuable  for  oral 
work  in  correcting  the  bad  habits  of  the  class.  Example,  “I 
did  not  sleep  good  last  night.” 

Chapter  XLV  I. — Sentences  with  compound  subjects  will 
have  to  be  studied  very  carefully  and  thoroly  if  the  pupils  are 
to  be  able  to  use  the  correct  verb  forms  in  such  sentences.  Keep 
at  this  until  all  or  the  majority  of  the  class  can  readily  tell  the 


ENGLISH 


47 


right  verb  form  for  the  blanks  in  the  illustrative  sentences 
given  in  the  supplementary  lesson.  Irregular  forms  of  com¬ 
parison,  and  the  correct  use  of  forms  of  comparison,  too,  will 
require  much  drill.  Explain  carefully  the  correct  use  of  the 
pronouns  after  the  conjunction  “than.”  These  three  subjects 
present  difficulty  enough  to  the  children  to  make  this  chapter 
and  its  supplementary  work  very  important. 


Chapters  XLYII  and  XLV1II. — Study  the  poems  in  Chapter 
XL VI I  for  beauty  of  language.  Then  have  some  of  the  sen¬ 
tences  analyzed  and  their  parts  named,  for  a  review.  Correct 
the  compositions  suggested  here  for  a  review,  as  suggested  for 
the  close  of  the  term  in  Grade  6A. 

Review  conjunctions  in  connection  with  the  new  conjunctions 
learned  in  Chapter  XLVIII.  Give  plenty  of  oral  drill  on  “like” 
and  “as,”  and  other  connectives  commonly  misused,  when  study¬ 
ing  Lesson  3  in  Section  XV  of  the  supplementary  work.  Re¬ 
view7  the  principal  parts  of  “sit,”  “set,”  “lie,”  “lay,”  and  other 
verbs  in  which  the  children  often  make  mistakes,  when  study¬ 
ing  the  verb  forms  under  Lesson  4. 

Study  the  simplicity  of  language  in  Lincoln’s  letter  given  in 
Chapter  XLIX.  Reread  Lincoln’s  Gettysburg  address.  Tell 
the  following  story:  When  Lincoln  was  a  little  boy,  one  night 
from  the  loft  of  his  father's  log  cabin  he  heard  his  father  and 
a  visitor,  a  lawyer,  talking  below.  The  subject  wTiich  they  w*ere 
discussing  was  one  in  which  he  was  deeply  interested,  and  he 
strained  liis  ears  to  catch  what  wras  said.  To  his  bitter  disap¬ 
pointment,  the  visitor  used  such  long  words,  and  such  involved 
sentences,  that  the  boy  Lincoln  could  not  catch  his  meaning  at 
all.  He  made  a  resolve  at  that  moment,  in  his  vexation,  that  if 
when  he  grew  up,  he  ever  made  a  speech  or  wrote  a  book  he 
would  not  use  one  sentence  that  a  school  boy  could  not  under¬ 
stand.  Have  the  children  discuss  how  w^ell  he  kept  this  reso¬ 
lution. 

Give  a  review  on  all  the  weak  points  in  the  term’s  work  as 
brought  out  in  the  daily  work,  the  compositions,  and  the  tests. 


GRADE  7A. 

Grammar. — Buehler’s  “Modern  English  Grammar  is  the 
text-book  for  the  grammar  course.  This  furnishes  a  complete 
text  for  good,  thoro,  practical  work.  The  teacher  will  not 
find  it  necessary  to  supplement  it  a  great  deal,  but  she  v  ill  hn( 
it  necessary  to  make  a  careful  study  of  the  book  befoie  begin 
ning  work  with  it.  She  should  note  that  the  method  is  im  ut 

c? 


48 


ASHEVILLE  COURSE  OF  STUDY 


tive,  proceeding  to  rules  only  after  observation  and  analysis  of 
examples;  and  she  must  be  prepared  to  supplement  this  part 
of  the  work  by  giving  further  examples  herself,  or  by  calling 
for  them  from  the  pupils.  She  should  then  lead  the  pupil  to 
observe  and  compare  these  examples,  until  the  subject  under 
consideration  becomes  perfectly  clear,  and  the  rule  or  definition 
may  be  drawn  from  the  pupils  by  questioning,  almost  without 
reference  to  the  book.  If  the  subject  then  appears  to  be  con¬ 
fused  in  the  mind  of  any  pupil,  she  should  not  refer  him  to  the 
rule,  but  should  return  to  the  examples,  giving  the  clearest  and 
simplest  ones  possible,  and  multiplying  these  until  the  subject 
is  perfectly  understood,  when  she  may  require  the  rule  to  be 
memorized.  Finally,  she  may  proceed  to  the  exercises,  which 
should  now  present  no  real  difficulty  to  the  pupil,  but  should 
merely  afford  him  opportunity  to  apply  a  rule  which  is  clear  to 
him,  and  to  exercise  the  power  of  analysis  he  has  acquired.  If, 
however,  the  exercises  are  a  bugbear  to  the  pupil,  and  have  to 
be  struggled  with,  as  one  struggles  with  a  weight  beyond  one’s 
strength,  a  problem  beyond  one's  reasoning  power  to  solve,  then 
the  work  on  the  examples  has  not  been  ample  or  tlioro  enough, 
and  will  have  to  be  done  over  again  sooner  or  later.  The  ex¬ 
ercise  of  real  power  is  pleasant  and  strengthening.  The  at¬ 
tempted  exercise  of  power  that  is  lacking  discourages  and 
weakens. 

The  sentences  given  for  analysis  thruout  the  grammar  are 
taken  from  examples  of  the  best  poetry  and  prose.  To  in¬ 
crease  interest  in  the  work,  tell  the  children  often  from  what 
poem,  story,  or  essay  a  sentence  is  taken,  and  by  whom  it  was 
written ;  and  occasionally  read  the  story  or  poem  to  the  class, 
taking  care  to  select  one  which  is  neither  long  nor  dull. 

By  all  means  begin  the  work  with  the  introduction,  and  make 
this  as  interesting,  or  rather  add  to  its  interest  as  much,  as 
you  can.  Any  interest  and  enthusiasm  which  can  be  aroused 
here  will  pay  for  itself  by  giving  the  pupil  a  sort  of  running 
start,  as  it  were,  over  the  more  monotonous  road  of  the  early 
chapters  of  the  grammar  proper.  Have  the  children,  then,  look 
up  additional  facts  of  history  on  the  subject  of  the  early  home 
of  the  English  and  the  dissemination  of  the  language;  have 
them  bring  in  examples  of  British  words,  words  from  the  early 
Latin,  Indian  words,  new  words  for  new  things,  etc. ;  and  give 
them  examples  of  words  of  all  the  eight  different  origins,  to  be 
looked  up  in  the  dictionary  and  reported  upon.  Have  them 
bring  in  examples  of  Bible  English  which  differ  from  the  Eng¬ 
lish  of  today. 


ENGLISH 


49 


Do  not  be  afraid  of  spending  time  on  the  first  two  chapters. 
Illustrate  and  drill,  and  drill  and  illustrate,  until  you  are  con¬ 
vinced  that  the  question  of  simple  subject  and  predicate  will 
never  have  to  be  brought  up  in  the  class  again.  You  are  laying 
the  foundation,  and  not  only  the  foundation  for  the  study  of 
English,  but  the  foundation,  therefore,  for  the  study  of  Latin, 
and  all  the  other  languages.  Lay  it  broad  and  deep. 

Do  the  same  kind  of  thoro,  practical  work  on  “Substan¬ 
tive  and  Verb/’  Chapter  III.  Children  have  been  found  in 
eighth  grade  Latin  classes  who  could  not  tell  a  verb  from  a 
noun.  Watch  for  the  child  who  gives  the  definition  fluently,  but 
cannot  point  out  the  verb  in  a  sentence.  Such  a  pupil  might 
better  not  know  the  definition,  even,  for  it  is  but  so  much  use¬ 
less  lumber  cluttering  the  storeroom  of  his  mind.  A  rule  the 
application  of  which  is  not  understood  has  to  be  retained  in 
the  memory  by  main  force,  for  it  is  not  associated  with  any 
other  idea.  Chapter  IV,  “Complements ;”  Chapter  V,  ’’Modi¬ 
fiers;”  Chapter  VI,  “Substantive  Phrases  and  Clauses;”  and 
Chapter  VIII,  “Independent  Elements,”  will  not  present  any 
difficulty  if  taken  up  carefully  and  thoroly.  Chapter  VIII, 
“Sentences  as  Simple,  Complex,  and  Compound,”  is  harder,  and 
the  children  will  be  apt  to  stumble  here  and  become  confused 
unless  great  care  is  taken  to  make  each  type  of  sentence  unmis¬ 
takably  clear  before  the  next  is  studied.  Do  not  leave  this 
chapter  till  the  pupils  can  recognize  a  simple,  a  compound,  or  a 
complex  sentence  without  hesitation  or  doubt. 

The  chapter  on  “Elliptical  Sentences”  closes  the  term’s  work. 
This  is  an  important  subject,  for  grammatical  errors  are  often 
made  in  elliptical  sentences  because  the  writer  or  speaker  does 
not  understand  what  has  been  left  out.  Be  sure  to  bring  out 
the  difference  in  meaning  between  “She  loves  Fido  as  well  as 
I,”  and  “She  loves  Fido  as  well  as  me,”  for  instance. 

Take  the  time  left  of  the  term  after  the  completion  of  this 
chapter  for  a  review,  trying  to  find  out  what  are  the  weak 
points  of  the  class  and  then  explaining  and  drilling  on  these 
subjects. 

Composition. — The  teacher  will  note  that  the  grammar  pro¬ 
vides  for  no  composition  work.  Regular  work  in  composition 
is  to  be  given  weekly,  however,  in  connection  with  the  litera¬ 
ture,  history,  geography,  nature  study,  or  other  subjects. 
The  instruction  should  be  a  review  of  all  the  work  in  composi¬ 
tion  done  up  to  this  time,  from  the  first  grade  thru  the  sixth. 
Make  a  careful  study  of  the  entire  course  in  composition,  as 
given  in  the  English  course,  and  cover  the  ground  tlioroh 


50 


ASHEVILLE  COURSE  OF  STUDY 


in  your  weekly  compositions.  These  need  not  be  long,  but  they 
should  be  good. 


GRADE  7B. 


Grammar. — Read  the  course  for  the  A  class.  The  second 
part  of  the  grammar  is  to  be  completed  in  this  grade.  It  takes 
up  the  study  of  the  uses  and  forms  of  single  words,  and  will 
present  no  difficulty  if  Part  I  has  been  mastered.  Begin  slowly, 
as  in  Part  I,  taking  up  the  pronoun  only  when  the  noun 
is  firmly  fixed;  the  adjective  only  when  the  pronoun  is  clear, 
and  so  on.  Test  on  the  work  of  this  chapter  by  using  the  ex¬ 
ercise  given  for  general  review.  If  the  majority  of  the  class 
can  classify  readily  all  the  words,  they  are  ready  to  go  on. 
Chapter  II,  “Inflection,  Derivation,  and  Composition,”  presents 
no  unusual  difficulty.  Do  very  carefully  the  work  on  nouns — 
“Classification,”  “Number,”  “Gender,”  “Case,”  and  “Construc¬ 
tion,” — Chapter  III.  Errors  resulting  from  ignorance  of  these 
rules  are  very  common  in  conversation.  The  work  on  “Pro¬ 
nouns,”  Chapter  IV,  is  also  important.  Stress  especially  the 
oral  work  on  the  proper  use  of  the  nominative  and  objective 
forms  of  the  personal  pronouns,  for  which  such  excellent  drill 
material  is  given.  In  the  chapters  on  “Adjectives”  and  “Ar¬ 
ticles,”  stress  the  work  which  corrects  common  errors.  Make 
a  thoro  study  of  Chapter  VI,  on  verbs.  Pay  special  atten¬ 
tion  to  the  work  on  “lie,”  “lay;”  “sit,”  “set,”  etc.;  to  the  use  of 
“shall”  and  “will ;”  to  the  lists  of  verbs  forms  of  which  are 
often  misused  (Paragraph  200)  ;  to  the  use  of  the  subjunctive 
mode,  and  to  “Peculiar  Verb-Phrases,”  Exercise  195.  Drill  on 
the  correct  use  of  adverbs  in  studying  Chapter  VIII — “She  gets 
her  lessons  easy,”  “Speak  slow,”  etc.  Also  distinguish  care¬ 
fully  between  “That  looks  good,”  and  “That  looks  well,”  etc. 
Correct  the  use  of  “at”  for  “in”  in  studying  prepositions,  Chap¬ 
ter  IX;  and  of  “like”  for  “as  if,”  under  conjunctions,  Chapter 
X.  Finally,  drill  on  the  correct  forms  of  misused  verbs,  using 
the  list  of  irregular  verbs  in  the  Appendix;  and  review  after  the 
method  which  you  regard  as  best,  to  bring  out  the  weak  points 
of  the  class  and  make  them  their  strong  points. 

Composition. — Carry  on  the  work  in  composition  as  outlined 
under  “Composition,”  Grade  7A. 


ETHICS 


51 


ETHICS 

This  work  should  be  in  the  form  of  conversations  and  discus¬ 
sions  on  the  topics  suggested  in  the  outline,  and  on  such  other 
matters  as  seem  necessary.  The  course  will  have  to  be  adapted 
to  local  conditions. 

The  purpose  should  not  be  to  teach  a  knowledge  of  an  ethical 
course,  but  rather  to  incite  in  the  children  an  appreciation  and 
an  admiration  for  the  great  and  noble  actions  of  mankind,  and 
to  conceive  in  them  a  disapproval  and  dislike  for  what  is  mor¬ 
ally  wrong  or  low.  Much  of  this  work  can  be  correlated  with 
the  lessons  in  literature  and  history.  There  is  much  in  favor 
of  the  incidental  choice  of  subjects.  When  events  full  of  ethi¬ 
cal  meaning  occur  in  the  life  of  the  nation,  state,  or  community, 
or  when  the  birthdays  of  national  heroes,  poets  or  statesmen 
revive  the  memory  of  their  virtues,  the  topic  of  the  lesson  will 
be  naturally  determined  thereby.  Lessons  on  conduct  may  also 
be  suggested  by  school  occurrences.  An  untidy  condition  of 
the  floor  of  the  room  may  afford  the  opportunity  for  a  lesson 
on  neatness  and  cleanliness.  Care  must  be  taken,  however,  that 
individual  offenses  are  never  made  the  subject  of  ethical  in¬ 
struction.  When  a  child  lias  been  untruthful,  for  example,  it 
would  be  unsound  pedagogy  to  hold  the  offender  up  to  the  con¬ 
tempt  of  the  pupils.  This  would  weaken  the  sense  of  honor 
instead  of  building  it  up. 

Not  less  than  one  lesson  a  week  should  be  given  in  ethics. 
The  topics  given  below  form  merely  an  outline,  and  are  to  be 
elaborated  for  the  lesson  to  suit  the  class  and  condition  of  the 
pupils. 

The  following  books  will  be  found  helpful  to  the  teacher  in 
this  work : 

Adler’s  “Moral  Instruction  of  Children.” 

Shearer’s  “Morals  and  Manners.” 

Hvde’s  “Practical  Ethics.” 

Dole’s  “Young  Citizen.” 

Paulsen’s  “System  of  Ethics.” 

McKenzie’s  “Manual  of  Ethics.” 

Beecher’s  “In  Tune  With  the  Stars.” 

Hopkin’s  “Law  of  Love.” 

Forbush’s  “Boy  Problem.” 

Sidgwick’s  “Methods  of  Ethics.” 


52 


ASHEVILLE  COURSE  OP  STUDY 


Griggs’  “Moral  Education.” 

DuBois’  “Natural  Way  in  Moral  Training.” 
MaeCune’s  “Making  of  Character.” 

White’s  “School  Management.” 

Dewey’s  “Stories  for  Home  and  School.” 
Smile’s  “Self  Help.” 

Norton’s  “Book  of  Courtesy.” 

Everett’s  “Ethics  for  Young  People.” 

The  Bible. 


GRADE  1. 

1.  Love,  obedience,  and  kindness  to  parents,  teachers, 
brothers,  sisters,  playmates,  and  pets. 

2.  Unselfishness  in  games,  the  use  of  playthings,  and  the 
like. 

3.  Good  manners  shown  in  play,  in  drinking,  in  eating,  in  all 
of  the  small  things  of  every  day. 

GRADE  2. 

1.  Truthfulness  in  every  relation;  value  of  genuineness 
everywhere. 

2.  Cleanliness  in  person  and  dress. 

3.  Love  for  the  beautiful  in  borne  and  school. 

4.  Kindly  tone  of  voice;  pleasing  manners. 

5.  Kindness  towards  all  animals.  (Read  “Black  Beauty”  to 
class.) 

GRADE  3. 

•  1.  Cheerfulness  as  a  valuable  possession. 

2.  Respectful  treatment  of  strangers,  old  people,  foreigners, 
and  all  unfortunates. 

3.  The  value  of  good  habits  as  compared  to  evil  ones.  Dan¬ 
gers  to  growing  organisms  from  tobacco  and  the  like ;  the  sad 
loss  to  children  growing  out  of  profane  and  vulgar  thots. 

4.  The  American  spirit  of  true  equality. 

GRADE  4. 

1.  Self-respect  and  what  it  depends  upon. 

2.  The  meaning  of  rights  and  privileges  between  children ; 
between  children  and  adults. 

3.  The  value  of  greater  welfares  as  compared  to  lesser. 


ETHICS 


53 


3.  Polite  behavior  in  company,  on  the  street,  at  school,  at 
home,  at  the  table. 

5.  Conduct  as  a  letter  of  recommendation. 

G.  The  value  of  information  and  accuracv. 


GRADE  5. 

1.  Industry — its  necessity,  benefits,  and  rewards. 

2.  Promptness  and  regularity  in  little  things. 

3.  Economy  and  its  relation  to  getting  on  in  the  world. 

4.  Justice  as  illustrated  in  the  home,  the  school,  the  play¬ 
ground,  in  other  social  relations. 

5.  Mercy,  and  its  relation  to  justice. 

G.  Self-control  as  a  source  of  power. 


GRADE  G. 

1.  Ambition  and  the  necessity,  rewards,  and  dignity  of  labor. 

2.  Faithfulness  and  willingness  in  work  as  valuable  assets. 

3.  The  logical  necessity  of  reverence ;  its  relation  to  the 
aged,  to  those  in  authority,  to  God. 

4.  Affection  and  sympathy  as  corner-stones  in  the  founda¬ 
tions  of  character. 


GRADE  7. 

1.  Culture  as  a  necessarv  element  in  a  successful  life. 

t' 

2.  Veracity  as  an  ethical  aim. 

3.  Respect  for  the  State,  the  dignity  of  law.  Tattling,  the 
rights  of  property,  reputation.  Benevolence.  Patriotism. 

4.  The  ideal  moral  life  as  the  performance  of  all  duties  in¬ 
cluding  the  duty  to  study  duty.  The  duty  of  the  strong  to  the 
weak.  Temperance,  respectability,  purpose,  concentration. 

LESSONS  ON  CIVIC  IMPROVEMENT. 

The  following  brief  outline  of  topics  is  designed  for  use  as  a 
supplement  to  the  course  of  study  in  ethics.  Each  teacher 
should  provide  a  lesson  on  this  subject  for  each  year  of  the 
course. 

For  the  information  of  the  teachers  it  may  be  stated  that 
each  of  the  topics  of  the  following  list  is  covered  by  some  city 
ordinance.  A  violation  of  these  rules  of  cleanliness  and  sani¬ 
tation  is,  therefore,  a  violation  of  the  law. 


54 


ASHEVILLE  COURSE  OF  STUDY 


Duties  Towards  Others. — Civic  pride  in  assisting  to  keep 
common  property  clean.  Care  of  the  streets  and  alleys.  The 
wrong  in  burning  shavings,  leaves  or  old  rubbish  in  any  street 
or  allev.  Duty  of  considering  the  comfort  and  health  of  other 
people.  Care  of  sidewalks  and  street  crossings.  Danger  of 
throwing  about  parts  of  fruit  or  vegetable  matter  that  may 
cause  people  to  slip  or  fall.  Cleanliness  in  regard  to  gutters 
and  sidewalks.  Children  can  do  much  to  keep  them  clear  of 
papers,  dirt  or  filth.  Particular  care  of  the  sidewalk  and  gut¬ 
ter  in  front  of  one’s  own  house  and  of  the  alley  in  the  rear, 
taught. 

Good  Will  Towards  Animals. — Cruelty  of  throwing  into 
streets  or  alleys  pieces  of  glass  or  wire,  nails,  stones  or  other 
substances  by  which  horses,  mules  or  other  animals  mav  be  in- 
jured.  Cruelty  of  beating  animals  or  playing  inhuman  tricks 
upon  them.  Animals  have  been  called  man’s  dumb  and  help¬ 
less  brothers.  A  man  of  humane  character  will  treat  animals 
kindly  and  they  will  love  him.  Those  who  have  occasion  to 
drive  animals  should  not  force  them  into  an  immoderate  gait. 
They  should  be  careful  in  crossing  street-car  tracks  and  in  near- 
ing  sidewalks. 

Duties  Toward  Self. — Noisy  and  boisterous  conduct  on  the 
streets  or  in  the  parks  to  be  avoided,  especially  on  Sundays  and 
holidavs.  Wrong  in  standing  idlv  about  street  corners,  alleys 
or  other  public  places,  and  in  loud,  profane  and  improper  lan¬ 
guage.  Playing  ball  or  other  violent  games  in  the  streets,  al¬ 
leys  or  small  vacant  lots,  a  possible  danger  to  oneself  and  a  cer¬ 
tain  annoyance  to  others.  To  throw  snowballs  at  drivers  of 
wagons  and  other  grown  people,  cowardly. 

Helps  to  Civic  Cleanliness. — Weeds :  Care  in  keeping  the 
the  weeds  from  growing  too  high  in  the  garden  and  yard,  and 
as  far  as  possible  on  the  adjoining  lots.  As  a  rule  they  should 
not  be  over  one  foot  tall.  Garbage:  Proper  care  of  garbage  in 
receptacles.  Unsanitary  to  throw  it  on  vacant  lots  or  in  streets, 
alleys  or  gutters.  Dead  Animals:  The  bodies  of  dead  animals, 
such  as  dogs,  cats,  and  chickens,  never  to  be  thrown  into  the 
streets,  alleys  or  vacant  lots.  In  case  of  any  dead  animal  being 
found  there,  notice  to  be  promptly  given  to  the  office  of 
the  Chief  of  Police  or  to  a  police  office,  so  that  it  may  quickly 
be  removed. 


GEOGRAPHY 


55 


GEOGRAPHY 

For  Geography,  first  three  grades,  see  Nature  Study. 

GRADE  4A. 

Home  Geography. — Chief  topographical  features  of  the  city 
of  Asheville  and  vicinity — city  boundaries,  location  of  main 
streets,  public  buildings,  including  school  buildings,  principal 
churches,  library,  Y.  M.  C.  A.,  parks,  Auditorium  and  Opera 
House,  Pack  Square  and  Yance  Monument,  Southern  R.  R. 
depot,  Biltmore,  Woolsev,  Grace,  Victoria,  West  Asheville,  Elk 
Mountain. 

Soil. — How  formed,  kinds  and  uses. 

Land  Forms.— Hill  formations— Battery  Park  Hill  and 
others  as  examples. 

Mountains. — How  formed  and  changed,  local  examples,  pic¬ 
tures  of  great  mountains.  Valleys,  examples. 

Rivers,  Ponds  and  Lakes. — Formation,  work  and  uses. 
French  Broad,  Swannanoa  and  other  local  examples  of  rivers 
and  of  ponds.  Use  pictures. 

The  Ocean. — Character,  formation  and  uses.  Pictures. 

Local  Study. — Population  of  Asheville,  nationalities  repre¬ 
sented.  Location  of  residential,  manufacturing,  commercial 
and  other  districts.  Industries,  occupations  and  productions 
with  a  special  study  of  a  few  of  the  leading  producing  and  dis¬ 
tributing  plants,  and  of  local  commerce.  Report  on  typical  ar¬ 
ticles  for  sale  at  local  stores,  including  place  of  production, 
method  of  transportation,  distribution  and  consumption.  Ob¬ 
servation  and  reports  on  the  work  of  the  police,  fire,  health,  and 
street-cleaning  departments.  Simple  explanations  of  business 
concerns,  individual  and  corporate,  and  of  the  great  value  of 
labor. 

Maps. — Plans  and  maps  of  schoolroom  and  of  one  floor  of  the 
school  building  should  be  prepared  by  teacher  and  pupils  work¬ 
ing  together.  This  exercise  should  be  used  as  an  introduction 
to  a  study  of  the  maps  of  Asheville  and  vicinity. 


56 


ASHEVILLE  COURSE  OP  STUDY 


Local  History. — Stories  connected  with  the  early  history  of 
explorations  and  settlement  of  this  region,  especially  of  Ashe¬ 
ville,  should  be  told  or  read  by  the  teachers  or  class.  Old  land¬ 
marks  hereabouts  (court  house  on  Vanderbilt  estate).  Stories 
of  great  men  who  have  lived  in  Buncombe  county.  The  stage 
road  thru  Asheville,  Colonel  Buncombe,  date  of  first  railroad 
to  Asheville. 

Earth. — The  earth  as  a  whole  studied  from  a  globe,  its  form, 
the  effect  of  its  daily  motion — light  and  darkness,  natural  di¬ 
visions  of  land  and  water,  relative  positions  of  grand  divisions, 
size  of  each  expressed  in  simple  ratios,  surface  diversities,  con¬ 
tinental  highlands  and  resultant  slopes.  Points  of  the  com¬ 
pass.  Great  heat  belts  and  boundaries  of  same.  Hemispheres 
and  grand  divisions  of  each. 

Aids. — Globe,  outline  and  relief  maps.  Sand  and  sand  tables, 
pictures,  stereopticon  and  other  illustrative  material,  geograph¬ 
ical  readers,  and  other  books  of  reference,  such  as  Frye’s 
“Brooks  and  Brook  Basins,”  Frye’s  “Child  Nature,”  McMurry’s 
“Type  Studies  from  the  Geography  of  the  United  States.” 

Note. — Special  attention  should  be  given  to  the  representa¬ 
tion  and  illlustration  of  all  geographical  features  not  actually 
observed,  and  emphasis  should  be  laid  upon  the  value  of  excur¬ 
sions  and  visits  to  the  fields,  parks,  centers  of  local  industry, 
and  manufacturing  establishments,  and  to  historical  locali¬ 
ties,  buildings  and  monuments.  Constant  appeal  should  be 
made  to  the  observation  and  individual  judgment  of  pupils, 
with  frequent  use  of  illustrative  material.  In  the  use  of  text¬ 
books,  discriminate  between  matter  for  which  the  pupils  must 
be  held  responsible  and  other  matter,  sources  of  information, 
which  may  be  read  by  pupils  and  obscure  points  explained  by 
teacher. 


Methods  of  Study. —  (1)  Preparation  of  lesson  with  pupils, 
(2)  independent  study  of  lesson  by  pupils,  (3)  recitation. 
This  work  should  be  thotful  rather  than  mere  memory  work. 
Use  blackboard  to  illustrate.  (4)  Teachers  should  endeavor 
to  connect  the  activities  of  life  of  our  city,  state,  and  country, 
commercial  and  otherwise,  with  the  story  of  life  of  that  part  of 
the  earth  which  they  are  studying.  (5)  Teachers  should  en¬ 
deavor  to  enlarge  the  experience  of  each  child  in  his  knowledge 
of  our  own  city  geographically,  historically  and  commercially. 


GEOGRAPHY 


57 


GRADE  4B. 

Western  Hemisphere  with  special  attention  to  North 
America.  Location  and  relation  of  grand  divisions  and  bor¬ 
dering  oceans,  comparison  with  other  grand  divisions  as  to 
size. 

North  America. — Location  of  heat  belts,  bordering  waters; 
selected  localities  compared  with  localities  of  corresponding 
latitude  and  longitude  to  insure  correct  ideas  of  relative  posi¬ 
tion ;  as,  Labrador  and  British  Isles,  North  Carolina  and  Ja¬ 
pan,  North  Carolina  and  southern  Spain. 

Coast  Line. — Indentations  and  projections,  islands,  advan¬ 
tages  of  harbors  and  rivers. 

Elevations  and  Slopes. — Brief  study  of  a  cross  section  east 
and  west  with  names  of  principal  mountain  ranges  and  plains. 

Drainage  and  River  Systems. — Effects  of  rivers  on  soil ;  in¬ 
fluence  of  rivers  in  industrial  development  as  determined  by 
their  width,  depth,  and  fall. 

Climatic  Belts  and  zones,  seasons,  and  length  of  days;  ele¬ 
vation,  latitude  and  rainfall. 

Forest  Belts  and  cultivated  areas. 

Mineral  Resources. — Such  as  are  important  because  of 
abundance  and  commercial  value. 

Animal  and  Plant  Life. — Adaptation  and  physical  environ¬ 
ment. 

People. — Distribution  of  population ;  a  few  distinguishing 
characteristics,  such  as  food,  language,  habits  and  dress  of 
people  of  various  occupations  and  nationalities;  unfavorable 
effect  of  extremes  of  temperature  on  occupation,  industries,  and 
products. 

Industries  associated  with  the  products  of  animal  life  and 
vegetable  life,  and  of  mines  and  quarries. 

Transportation  and  Commerce  by  great  inland  lake  and 
river  routes  and  coastwise  lines.  Great  transcontinental  rail¬ 
roads  and  their  influence  on  peopling  and  development  of  the 
continent. 

Countries  of  North  America  and  their  comparative  impor¬ 
tance.  Chief  manufacturing  and  commercial  centers  of  each, 


58 


ASHEVILLE  COURSE  OF  STUDY 


the  capital  and  largest  city  of  each  country.  Names  and  lo¬ 
cation  of  the  Atlantic  Coast  States  as  a  basis  for  the  history 
work  in  5A. 

South  America. — Studied  in  comparison  with  North  Amer¬ 
ica  and  after  the  same  general  plan;  marked  points  of  resem¬ 
blance  and  difference,  coasts  of  both  countries  compared,  brief 
study  of  a  cross  section.  Comparison  of  plant  and  animal  life 
with  that  of  North  America.  Comparison  of  the  agricultural, 
grazing,  lumbering,  mining,  and  manufacturing  interests;  of 
the  facilities  and  routes  of  travel  and  transportation,  of  the  oc¬ 
cupations  and  enterprise  of  the  people  as  affected  by  climate ; 
brief  study  of  the  leading  countries,  their  capitals  and  commer¬ 
cial  centers. 

History. — The  American  Indians :  distributions  over  the 
hemisphere,  appearance,  dress,  food,  homes,  occupations,  imple¬ 
ments,  character,  relations  with  the  whites,  early  and  recent 
stages  of  civilization.  Typical  stories  of  discoverers  read  or 
told.  Indian  remains,  relics,  mounds.  Cliff  dwellers.  Mexican 
and  Peruvian  ruins. 

Helps. — Same  as  in  4A,  also  Montgomery’s  “Beginners’ 
American  History,”  and  McMurry’s  “Pioneers  of  the  Missis¬ 
sippi.” 

Note. — Special  attention  should  be  given  to  the  meaning  of 
maps  and  the  ability  to  read  them.  Physical,  political,  and  in¬ 
dustrial  features  should  be  shown  in  outline  maps. 

GRADE  5A. 

Eastern  Hemisphere,  with  special  attention  to  Europe.  Lo¬ 
cation  and  situation  of  the  grand  divisions  of  land  and  water ; 
comparison  with  other  grand  divisions  as  to  size. 

Europe. — Lopation  of  heat  belts,  boundaries,  and  bordering 
waters ;  northern  and  southern  peninsulas  compared ;  selected 
localities  compared  with  localities  of  corresponding  latitude 
and  longitude  to  insure  correct  ideas  of  relative  position.  See 
suggestions  under  4B.  Coast  line :  indentations  and  projec¬ 
tions,  islands,  advantages  of  harbors  and  rivers,  elevations, 
slopes  and  plains;  low  and  high  Europe  distinguished;  brief 
study  of  a  cross  section  north  and  south,  noting  the  principal 
mountain  ranges  and  the  lateral  extensions  of  the  surface  east 
and  west. 


GEOGRAPHY 


59 


Drainage. — Alpine  and  Russian  river  systems  and  the  extent 
of  their  basins;  effect  of  rivers  on  soil,  and  their  influence  on 
industry  as  determined  by  width,  depth  and  fall. 

Climatic  Belts,  zones,  seasons,  and  length  of  days  compared 

with  those  of  other  countries  already  studied. 

« 

Forest  Belts  and  fertile  areas. 


Mineral  Resources. — Such  as  are  important  because  of  their 
abundance  and  commercial  value. 


Plant  and  Animal  Life  as  determined  by  position  and  phy¬ 
sical  environment.  Forms  of  life  of  Mediterranean  countries 
contrasted  with  those  of  the  north  and  east. 

Distribution  of  Population. — A  few  distinguishing  charac¬ 
teristics  of  social  and  national  life,  such  as  language,  occupa¬ 
tion,  habits,  food  and  dress. 


Industries  associated  with  the  products  of  animal  and  vege¬ 
table  life  and  of  mines  and  quarries,  with  attention  to  those 
products  which  are  exported  to  the  United  States. 


Routes  and  other  facilities  for  transportation  and  commerce 
— rail,  river,  and  sea  traffic. 


Leading  Countries. — Comparative  importance  of  each;  the 
great  powers  of  Europe;  commercial  centers,  the  capital  and 
most  important  city  of  each  of  the  leading  nations;  names  of 
seaports  connected  by  regular  steamer  lines  with  the  United 
States ;  their  chief  exports. 


Africa. — Studied  with  reference  to  South  America  as  a  type, 
and  after  the  plan  followed  in  the  treatment  of  Europe  and 
Asia,  with  less  attention  to  detail ;  desert  regions  and  causes  of 
the  deserts;  large  river  basins;  study  of  those  products  which 
are  exported  to  Europe  and  the  United  States;  influence  of 
European  control  and  its  introduction  of  modern  systems  of  in¬ 
dustry  and  transportation;  spheres  of  European  influence  with 
reference  to  map. 


Aids. — Globe,  maps,  pictures,  stereopticon,  sand  and  clay 
modeling,  and  other  illustrative  material.  Carpenter’s  Geo¬ 
graphical  Readers,  Stoddard’s  Lectures,  “Zigzag  Journeys”  and 
other  books  of  reference,  including  geographical  texts  of  vari¬ 
ous  kinds. 


60 


ASHEVILLE  COURSE  OF  STUDY 


GRADE  5B. 

Countries  of  North  America. — Location  and  boundaries, 
coast  line  and  bordering  waters,  surface,  ridges,  slopes,  plains 
and  river  basins.  Climate  and  its  effect  on  plant  and  animal 
life  and  on  the  characteristics  and  activities  of  the  people;  rela¬ 
tion  of  United  States  to  other  countries  of  North  America. 
Meaning  of  terms  country  and  nation. 

Southern  States  as  a  group,  following  a  causal  series  : 

1.  Location,  climate,  surface,  drainage  and  waterways;  lakes 
and  general  direction  of  rivers  as  determined  by  elevation  and 
slope;  value  of  water  courses  to  soil,  navigation,  and  manufac¬ 
turing  industries;  names  of  important  rivers. 

2.  Resources:  soil,  forests,  mineral  deposits,  fisheries.  Spec¬ 
ial  consideration  should  be  given  to  such  as  are  important  be¬ 
cause  of  the  great  abundance  and  commercial  value  of  their 
products.  Resources  of  forests,  mines,  and  quarries  to  be 
learned  by  observation  of  specimens  brought  to  the  class  room 
by  pupils  when  possible.  Such  materials  should  be  associated 
with  the  objects  made  from  them  and  with  simple  explanations 
of  the  processes  of  manufacture. 

3.  Industries  and  occupations  as  related  to  physical  condi¬ 
tions  (sailor,  fisherman,  farmer,  miner)  ;  urban  and  rural  oc¬ 
cupations  contrasted ;  agriculture,  grazing,  lumbering,  fishing, 
mining,  quarrying,  and  manufacturing. 

4.  Products :  animal,  vegetable,  mineral,  manufactured.  See 
suggestions  under  2. 

5.  Commerce :  routes  as  affected  by  physical  conditions  and 
by  industries;  means  of  transportation  as  determined  by  physi¬ 
cal  conditions.  Suggested  standards  for  selection  of  cities  to 
be  considered  are  (a)  capital,  (b)  most  important  city  of  the 
state,  (c)  centers  of  great  industries,  (d)  great  sea  or  lake 
ports. 

6.  Status  and  customs  of  the  people;  education,  literary  and 
artistic  attainments,  names  and  locations  of  educational  insti¬ 
tutions  of  national  reputation ;  scientific  advancement  as  mani¬ 
fested  in  discoveries,  inventions  and  engineering. 

Use  in  connection  with  this  work  McMurry’s  “Type  Studies 
in  Geography.” 

North  Carolina. — Location,  surface,  drainage ;  comparative 
size  and  importance;  resources,  industries  and  occupations, 
products,  commerce,  railroads,  manufacturing  and  commercial 
centers,  social  development,  educational  centers. 


GEOGRAPHY 


61 


City  of  Asheville  as  an  industrial  and  commercial  ce:  ter, 
physical  conditions  determining  growth  and  importance,  means 
of  transportation  and  communication,  public  works,  parks,  pub¬ 
lic  schools  and  other  public  institutions;  great  mercantile, 
financial  and  manufacturing  concerns.  Leading  factors  de¬ 
termining  public  improvements.  See  suggestions  under  4 A. 

Make  a  study  of  the  following  groups  of  states,  following  the 
causal  series  as  in  the  case  of  the  Southern  States :  New  Eng¬ 
land  States,  Middle  Atlantic  States,  Central  States,  Western 
States.  Other  countries  of  North  America  should  be  briefly 
treated.  Island  possessions  of  the  United  States. 

Reviews. — Have  pupils  discuss  all  the  steps  as  they  relate  to 
a  given  group,  or  one  step  applied  to  each  of  the  groups  in  turn. 

Aids. — Globe,  outline,  commercial,  United  States  Geographi¬ 
cal  Survey,  topographic  and  census  maps;  weather  charts,  pic¬ 
tures,  photographs,  lantern  slides,  and  other  illustrative  mate¬ 
rial  ;  collections  of  minerals,  rocks,  soils,  seeds,  and  manufac¬ 
tured  articles.  Books  of  reference  on  geography.  (See  Appen¬ 
dix  1,  Tarr  and  McMurry’s  Geography,  Book  Two),  history,  bio¬ 
graphy,  travel,  natural  history;  magazine  articles,  newspaper 
clippings,  railroad  and  steamboat  guides  and  official  reports. 

Note. — Comparisons,  contrasts,  correlation  and  causal  rela¬ 
tions  should  be  considered  at  every  step  possible.  Special  atten¬ 
tion  should  be  given  to  the  meaning  of  maps  and  the  ability  to 
read  them.  Outline  maps  should  be  sketched  and  filled  out. 


GRADE  6A. 

South  America. — Location  in  heat  belts,  in  latitude  and 
longitude,  and  with  reference  to  oceans  and  to  North  America  ; 
ratio  of  size  to  other  continents  and  to  the  land  surface  of  the 
world,  formation  of  harbors,  bordering  waters.  Surface  diver¬ 
sities  with  study  of  a  cross  section,  east  and  west,  north  and 
south;  comparison  of  low  and  high  lands  in  extent,  elevation 
and  drainage  with  those  of  North  America;  principal  river  sys¬ 
tems  and  the  extent  of  their  basins,  and  their  effect  on  soil  and 
commercial  development  as  determined  by  width,  depth  and 
fall ;  climate  and  its  effect  on  animal  and  plant  life,  and  on  the 
characteristics  and  activities  of  the  people.  The  countries, 
comparative  importance,  capitals,  trade  relation ;  comparison 
of  this  continent  with  North  America,  and  of  the  leading  coun¬ 
tries  in  South  America  with  the  United  States. 

Special  attention  should  be  given  to  Argentina,  Brazil,  (  bile, 


62 


ASHEVILLE  COURSE  OF  STUDY 


and  one  tropical  Andean  country,  in  accordance  with  the  fol¬ 
lowing  causal  series : 

1.  Location,  climate,  surface,  drainage,  and  main  water¬ 
ways;  effects  of  climate  and  drainage  of  soil  on  industrial  de¬ 
velopment;  coast  line  bordering  countries;  area  compared  with 
that  of  other  countries,  and  with  that  of  a  selected  state  or 
group  of  the  LTnited  States,  taken  as  a  standard. 

2.  Resources:  soil,  forests,  mineral  deposits,  fisheries;  rela¬ 
tion  of  vegetation  to  elevation,  drainage,  rainfall  and  temper¬ 
ature. 


o 

o. 


Industries  and  occupations  as  determined  by  physical 
conditions:  agriculture,  grazing,  lumbering,  fishing,  mining, 
quarrying  and  manufacturing. 

4.  Products:  animal,  vegetable,  mineral  and  manufactured. 

5.  Commerce :  routes  as  affected  by  physical  conditions  and 
industries ;  means  of  transportation  and  communication ;  ex¬ 
ports  to  the  United  States. 

6.  Chief  cities ;  commercial  centers. 

7.  Status  of  the  people :  habits  and  customs ;  government. 


Europe. — This  continent  should  be  studied  after  the  general 
plan  followed  in  the  treatment  of  South  America.  The  follow¬ 
ing  countries  should  be  treated  as  fully  as  their  relative  im¬ 
portance  demands,  following  the  causal  series  above :  British 
Isles,  German  Empire,  France,  Russia,  Austria,  Italy.  The  re¬ 
maining  European  countries  should  be  treated  very  briefly  as  to 
location,  products,  cities,  government. 


Aids. — As  in  5B.  See  'Note  under  5B. 


GRADE  6B. 

Asia. — Location  in  heat  belts,  in  latitude  and  longitude,  and 
with  reference  to  oceans,  to  Europe,  and  to  North  America; 
ratio  of  size  to  other  continents  and  to  the  land  surface  of  the 
world ;  formation  of  harbors ;  bordering  waters.  Study  surface 
diversities  by  means  of  cross  sections;  principal  rivers  and 
river  basins,  and  their  effect  on  soil  and  industrial  development 
as  determined  by  width,  depth  and  fall;  climate  and  its  effect 
on  animal  and  plant  life,  and  on  the  characteristics  and  activ¬ 
ities  of  the  people.  Leading  countries,  comparative  importance; 
capitals,  trade-relations;  comparison  of  Asia  with  North  Amer¬ 
ica,  and  of  its  leading  countries  with  those  of  the  United  States. 

Chinese  Empire. — Japan,  Ottoman  Empire,  India,  and  Si- 


GEOGRAPHY 


63 


beria  should  be  treated  as  fully  as  their  relative  importance 
demands,  following  the  causal  series : 

1.  Location,  climate,  surface,  drainage  and  waterways,  ef¬ 
fects  of  climate  and  drainage  on  soil  and  industrial  develop¬ 
ment  ;  area  compared  with  other  countries  and  with  the  United 
States. 

2.  Resources:  soil,  forests,  mineral  deposits,  fisheries;  rela¬ 
tion  of  vegetation  to  elevation,  drainage,  rainfall  and  tempera¬ 
ture. 

3.  Industries  and  occupations  as  determined  by  physical 
conditions:  agriculture,  grazing,  lumbering,  fishing,  mining, 
quarrying  and  manufacturing. 

4.  Products :  animal,  vegetable,  mineral,  and  manufactured. 

5.  Commerce:  routes  as  affected  by  physical  and  industrial 
conditions,  means  of  transportation  and  communication,  their 
relative  value  and  importance;  influence  of  European  control 
and  immigration;  exports  to  the  United  States  and  imports 
from  the  United  States. 

6.  Chief  Cities :  manufacturing  and  commercial  centers ; 
position  and  importance. 

7.  Status  of  the  People :  comparative  density  of  population, 
habits  and  customs,  government. 

Africa. — This  continent  should  be  studied  after  the  general 
plan  followed  in  the  treatment  of  Asia.  The  leading  countries 
should  be  treated  very  briefly  and  as  European  possessions — 
British,  French,  German,  Dutch,  Portuguese,  Turkish,  Italian, 
— also  the  Congo  Free  State,  the  Soudan,  and  Liberia,  the 
causal  series  of  topics  being  followed  as  with  Asia. 

Australia  and  the  islands  of  the  Pacific,  with  special  atten¬ 
tion  to  the  Philippines,  treated  briefly  and  as  colonial  posses¬ 
sions. 

Aids. — As  in  5B.  See  Note  under  5B. 

GRADE  7 A. 

Mathematical  and  Physical  Geography. — The  solar  sys¬ 
tem,  relations  of  the  sun  and  planets,  theory  of  their  origin,  re¬ 
lations  to  the  sun,  moon,  and  earth;  adaption  of  the  earth  for 
human  habitation,  the  sun  and  inclination  of  the  earth  as  lac- 
tors  ;  eclipses  of  the  sun  and  moon ;  motions  of  the  earthand  con¬ 
sequent  distribution  of  light;  axis,  orbit,  poles,  equator,  zones, 
circles,  day  and  night  as  modified  at  the  different  seasons; 
latitude  and  longitude,  relation  of  longitude  and  time,  standard 


64 


ASHEVILLE  COURSE  OF  STUDY 


meridians,  length  of  a  degree  of  longitude  at  the  equator  and 
at  the  pole,  determination  of  longitude  by  variations  from  a 
selected  standard  time,  solar  and  standard  time,  international 
date  line. 

Heat  Belts  and  Wind  Belts. — Location  and  causes,  isother¬ 
mal  lines,  land  and  sea  breezes,  trade  winds,  zones  of  calms, 
monsoons  and  cyclones;  change  of  seasons,  and  causes;  phe¬ 
nomena  of  weather;  weather  charts,  barometer,  thermometer; 
difference  between  weather  and  climate;  cause  of  dew,  fog, 
clouds,  rain;  distribution  of  rainfall  as  related  to  surface  fea¬ 
tures;  erosion  and  drainage;  relation  of  rainfall  to  the  distri¬ 
bution  of  vegetation;  underground  water — springs,  wells. 

Large  Topographical  Areas. — Distribution  of  land  and  wa¬ 
ter,  origin  of  continents,  changes  by  erosion  with  emphasis  on 
glaciation,  coast  line  as  determined  by  the  addition  of  coastal 
plains  and  by  sinking  of  the  land,  continental  and  oceanic 
islands,  difference  in  origin;  formation  of  volcanic  and  coral 
islands.  Ocean  movements :  Waves,  tides,  tidal  waves,  currents, 
causes  and  effects ;  relations  to  commerce.  Influence  of  climatic 
conditions  and  topographical  features  on  plant  and  animal  life, 
and  on  the  characteristics  and  activities  of  the  people ;  zones 
of  vegetation,  ranges  of  food  plants;  distribution  of  animals, 
fauna  of  the  sea,  range  of  human  habitation,  conditions  favor¬ 
able  to  civilization. 

North  America  and  Europe. — Studv  of  North  America  and 

t / 

Europe  with  special  reference  to  the  physical  features  above 
mentioned.  Location  as  to  longitude  and  latitude,  and  advan¬ 
tages;  coast  line:  form,  and  economic  advantages;  study  of  a 
good  harbor  as  a  type ;  surface  features  and  causes,  the  glacial 
period,  drainage  systems  and  importance;  coal,  oil  and  metal 
deposits;  location  in  wind  belts  and  consequent  distribution  of 
temperature  and  rainfall ;  influence  of  climatic  conditions  and 
topographical  features  on  plant  and  animal  life,  and  on  the  dis¬ 
tribution,  characteristics  and  activities  of  the  people. 

Aids  as  in  5B.  See  Note  under  5B. 


GRADE  7B. 

United  States. — Review  of  the  United  States  and  of  its  colo¬ 
nial  possessions  as  a  basis  for  comparison  of  this  country  with 
other  great  commercial  countries  (including  their  colonial  pos¬ 
sessions),  in  the  following  causal  series: 


GEOMETRY 


65 


1.  Location,  climate,  surface,  drainage,  waterways,  and  arti¬ 
ficial  irrigation ;  comparison  of  eastern  and  western  highlands, 
altitude,  ruggedness,  and  extent. 

2.  Resources:  soil,  forests,  mineral  and  oil  deposits,  and 
fisheries. 

3.  Grazing,  lumbering,  shipping,  fishing,  mining,  quarrying 
and  manufacturing. 

4.  Products :  animal,  vegetable,  mineral  and  manufactured ; 
areas  of  staple  products. 

5.  Commerce:  routes  as  related  to  physical  and  industrial 
conditions,  means  of  transportation  and  communication,  mail, 
telephone  and  telegraph  service,  railroad  trunk  lines  and  steam 
ship  routes,  relative  advantages  of  speed,  effect  on  immigration, 
exports  and  imports. 

6.  Chief  Cities :  manufacturing,  commercial  and  importance 
as  determined  by  physical  and  industrial  conditions,  causes 
for  the  growth  and  development  of  the  leading  cities  of  the 
United  States,  as  New  York,  Chicago,  Philadelphia,  Baltimore, 
Boston,  St.  Louis,  Denver,  San  Francisco,  New  Orleans,  Pitts¬ 
burg. 

7.  Social  development  as  influenced  by  location,  climate, 
drainage,  resources,  industries,  transportation,  and  communi¬ 
cation  ;  status  of  the  people  in  regard  to  education,  literary  and 
artistic  attainments,  language.  Great  universities,  scientific 
advancements  manifested  in  discoveries,  inventions,  and  engi 
neering;  customs  of  the  people,  government. 

A  brief  treatment  of  other  commercial  countries  of  the  world 
should  be  made,  especially  of  those  having  commercial  relations 
with  United  States :  Great  Britain,  France,  Germany,  Russia, 
Italy,  China,  Japan,  Brazil,  Argentina. 

Aids  as  in  5B,  and  see  Note  under  5B. 


GEOMETRY 

“Let  no  one  who  has  not  studied  geometry  enter  here,  wrote 
Plato  over  the  doors  of  his  Academy.  There  are  so  many  of  the 
problems  of  every-day  life  having  the  basis  oi  their  solutions 
in  a  knowledge  of  geometry,  that  this  is  a  very  important  sub¬ 
ject  in  the  school  curriculum,  and  one  that  is  too  much  neg¬ 
lected. 

The  study  of  concrete  geometrical  forms  is  not  only  an  ex 


66 


ASHEVILLE  COURSE  OF  STUDY 


cellent  training  in  accurate  observation  and  concentrated  atten¬ 
tion,  but  is  a  first  essential  for  students  who  expect  to  take  up 
the  study  of  formal  geometry  and  allied  subjects  later. 

The  teacher  is  recommended  to  read  carefully  the  introduc¬ 
tion  to  Campbell’s  “Observational  Geometry.”  The  purposes  of 
the  work  are  well  stated  in  the  last  paragraph  of  this  introduc¬ 
tion.  Read  also  the  direction  on  page  xi. 


GRADE  7A. 

Complete  Part  I  of  Campbell’s  “Observational  Geometry.”  As 
much  of  the  matter  is  old,  it  will  be  in  the  nature  of  a  review, 
and  can  be  accomplished  quite  rapidly. 

Have  the  important  definitions  and  rules,  and  the  formulae 
for  finding  areas  and  volumes  carefully  memorized. 

When  possible,  correlate  the  work  with  the  arithmetic,  and 
thus  save  time  in  the  arithmetic  work.  For  example,  connect 
the  work  in  rectangular  solids  in  geometry  with  the  problems 
on  pages  67-74  of  Smith’s  “Advanced  Arithmetic.”  Similarly 
the  work  on  areas  can  be  done  in  connection  with  the  problems 
on  pages  55-60  of  the  Arithmetic.  For  supplementary  work,  see 
the  problems  under  mensuration,  pages  248-265  of  the  Arith¬ 
metic. 


GRADE  7B. 

Complete  Part  II  of  Campbell’s  “Observational  Geometry,” 
omitting  Chapters  XIX  and  XX. 

See  suggestions  in  7A  on  correlating  the  work  with  the  arith¬ 
metic  problems.  Also  connect  Chapter  XXVIII  with  the  work 
on  ratio  and  proportion,  pages  118-123  of  the  Arithmetic. 

For  much  of  this  work,  especially  that  on  areas  and  survey¬ 
ing,  the  class  should  be  carried  out  of  the  schoolroom  into  the 
field  where  the  actual  conditions  will  be  before  them,  and  where 
actual  measurements  may  be  made.  The  study  of  the  last  chap¬ 
ter,  for  instance,  must  not  be  attempted  without  field  work. 

At  the  end  of  the  term  take  a  general  review  of  the  book, 
dwelling  principally  on  constructions  and  formulae.  When  this 
term’s  work  is  completed,  the  pupil  should  have  clear  mental 
images  of  the  forms  studied,  and  a  clear  understanding  of  the 
methods  for  solving  the  problems  arising  from  consideration 
of  their  parts. 


HISTORY  AND  CIVICS 


07 


HISTORY  AND  CIVICS 


The  greatest  educational  thinkers  and  writers  are  agreed 
that  the  chief  end  of  all  education  is  the  formation  of  character, 
and  they  further  agree  that  history,  rightly  taught,  with  litera¬ 
ture,  is  the  subject  best  adapted  to  this  end.  This  transcen¬ 
dent  importance  of  moral  education,  then,  would  seem  to  make 
history  and  literature  the  most  important  subjects  in  the  school 
course,  when  so  taught  that  the  child  gets  from  them  that  which 
will  make  for  character  development.  The  memorizing  of  facts 
and  dates  as  presented  in  most  text-books,  and  by  the  methods 
of  most  teachers  of  today,  will,  however,  never  bring  about  the 
desired  results. 

In  the  first  place  in  teaching  history,  a  lively  interest  must 
be  awakened  in  the  subject,  as  in  other  subjects,  by  building 
upon  the  child’s  experience.  Secondly,  there  should  be  a  logi¬ 
cal  method  of  procedure  in  the  instruction,  beginning  with  the 
simplest  and  most  interesting  phases  of  social  life,  and  going  on 
to  the  broader  and  more  complex  conditions  of  the  historical 
growth  of  the  race.  And  finally,  from  the  standpoint  of  sound 
pedagogy,  the  subject-matter  should  be  correlated  as  closely  as 
possible  with  those  subjects  in  the  course  of  study  vitally  re¬ 
lated  to  it. 

One  of  the  chief  aims  of  the  teacher  should  be  to  build  up  a 
clear  conception  of  the  social  condition  and  arts  of  our  time  by 
a  study  of  the  social  conditions  and  arts  of  the  race  at  different 
periods  in  its  progress.  We  need  to  teach  our  children  more  of 
the  arts  of  peace  and  of  the  achievements  of  science  and  indus¬ 
try,  and  to  give  less  prominence  to  the  arts  and  achievements 
of  war,  except  as  these  must  be  studied  in  the  development  of 
some  principle  or  movement  of  progress.  We  need  to  instil  into 
their  minds  the  principles  of  honor  and  justice,  as  taught  by 
the  lives  and  acts  of  the  great  characters  of  history,  to  make  a 
basis  for  good  citizenship. 

In  this  connection  it  is  interesting  and  significant  to  noie 
that  the  following  principles  have  been  recently  formulated  by 
the  American  Peace  Society  with  the  recommendation  that  they 
be  clearly  borne  in  mind  in  the  teaching  of  history  in  the  public 

«y 

schools : 


“1.  That  all  men,  of  whatever  race,  country,  or  stage  of  civi¬ 
lization,  are  brethren,  and  entitled  to  be  treated  by  one  another 
as  children  of  one  Father  and  members  of  a  common  family. 


68 


ASHEVILLE  COURSE  OF  STUDY 


“2.  That  the  nations  are  sister  nations;  and  as  kindly  a 
spirit  should  always  prevail  in  their  dealings  with  each  other 
as  between  members  of  the  same  family, 

“3.  That  when  a  good  motive  can  be  reasonably  assigned  for 
an  apparently  hostile  action  on  the  part  of  another,  whether 
a  man  or  a  nation,  it  is  a  duty  to  impute  such  proper  motive 
rather  than  a  conscious  intention  to  inliict  injury  wrongfully. 
It  is  therefore  more  honorable  in  such  cases  to  exercise  patient 
forbearance  than  to  give  way  to  quick  and  violent  resentment. 

“4.  That  in  war,  as  in  private  dueling,  one  party  is  always  in 
the  wrong,  usually  both;  and  the  immediate  result  of  the  con¬ 
flict  never  decides  which  is  in  the  right,  if  either;  nor  does  it 
tend  to  vindicate  the  honor  of  either  to  make  haste  to  shed  blood 
or  seize  or  destroy  property. 

“5.  That  the  maxim,  ‘My  country,  right  or  wrong!7  as  too 
often  interpreted,  is  false  and  dangerous,  and  may  become,  to 
use  the  language  of  Chief  Justice  Jay,  Treason  to  liberty,  Jus¬ 
tice,  and  humanity,  and  rebellion  against  God.’ 

“6.  That  the  kind  of  patriotism  which  would  aggrandize  one 
country  at  the  expense  of  another  is  but  a  form  of  selfishness 
or  even  criminality. 

“7.  That  whatever  be  thought  of  the  maxim,  ‘In  time  of  peace 
prepare  for  war,7  it  should  not  be  forgotten  that  immense  mili¬ 
tary  and  naval  armaments  continually  suggest  resort  to  vio¬ 
lence  as  the  proper  method  of  securing  justice  and  maintaining 
rights. 

“8.  That  whether  we  have  or  have  not  a  right  to  disregard, 
as  the  soldier  in  battle  always  must,  the  command  of  the 
Founder  of  Christianity  to  love  our  enemies;  and  whether  it 
be  true  or  not,  as  Franklin  repeatedly  affirmed,  that  There  Avas 
never  a  good  war  or  a  bad  peace,7  there  are,  in  the  historical 
treatment  of  war,  aside  from  the  ethics  primarily  involved,  cer¬ 
tain  considerations  that  should  ever  be  remembered:  among 
them  the  tendency  in  protracted  warfare  to  military  despotism ; 
the  enormous  loss  of  productive  industry  by  the  withdrawing 
of  thousands  from  field  and  workshop ;  the  destruction  of  valu¬ 
able  property;  the  expenditure  of  immense  sums  that  might 
have  been  made  useful  in  works  of  beneficence ;  an  incalculable 
amount  of  disease,  pain  and  prolonged  misery — distress  caused 
not  to  the  guilty  feAV  but  to  the  innocent  many;  the  infliction 
of  more  injustice  often  than  is  either  prevented  or  remedied  ; 
and  the  bitterness  engendered -in  each  warring  people  against 


HISTORY  AND  CIVICS 


69 


the  other,  making  the  victorious  aggressive  and  the  defeated 
revengeful,  thus  sowing  the  seed  of  future  wars. 


“9.  That  the  truest  heroism  is  not  physical  but  moral,  as 
when  one  dares  to  stand  alone  for  the  right,  and  chooses  to  suf¬ 
fer  loss,  ridicule  and  obloquy,  rather  than  be  the  partner  in 
wrong-doing;  that  the  humblest  deed  of  daring  and  self-sacri¬ 
fice  for  the  good  of  others  is  glorious ;  that  die  that  ruleth  his 
spirit  is  better  than  he  that  taketh  a  city’;  and  that  the  only 
contest  between  nations  should  be  in  the  effort  to  outdo  each 
other  in  promoting  the  welfare  of  mankind. 


“10.  That  since  in  all  conflicts  each  party  believes  itself  in 
the  right,  and  neither  can  be  an  impartial  judge,  however  it  may 
have  been  in  past  ages  when  there  was  no  umpire  for  the  adjudi¬ 
cation  of  international  disputes,  there  is  now  no  longer  any  ex¬ 
cuse  for  a  hasty  resort  to  force,  or  for  a  foolish  persistence  in 
fighting  to  the  death;  for  there  not  only  exists  a  great  tribunal, 
the  Court  of  The  Hague,  recognized  the  world  over  and  proved 
by  experience  to  be  a  proper  forum  for  the  investigation  and 
peaceful  arbitrament  of  controversies  before  the  outbreak  of 
war,  but  the  signatory  powers  that  established  it  have  also  dis¬ 
tinctly  agreed  that  any  one  of  them  should  have  The  right  of 
tendering  its  good  offices  or  mediation’  between  contending 
states  at  any  stage  in  the  course  of  hostilities,  and  that  The 
exercise  of  this  right  can  never  be  considered  by  either  of  the 
disputing  parties  as  an  unfriendly  act/ 


“11.  Finally,  that  it  is  the  duty  of  all  that  teach  and  all  that 
study  history  to  gain  a  proper  perspective;  to  lift  themselves 
and  others  above  the  standpoint  of  mere  selfish  interests;  to 
recognize  that  history  in  its  true  meaning  is  not  the  annals  of 
war  and  bloodshed,  but  the  record  of  the  development  of  pa¬ 
cific  civilization,  of  religion,  of  education,  of  law,  of  industry, 
of  commerce,  of  science,  of  invention,  of  art,  of  language,  of 
social  and  political  institutions;  to  observe  the  trend  of  events 
towards  the  fulfilment  of  the  prophecy  that  ultimately  nation 
shall  not  lift  up  sword  against  nation;’  to  endeavor  to  disarm 
opposition  and  overcome  indifference  in  this  movement  to  mag¬ 
nify  peace  and  minimize  war;  and  to  contribute  all  possible 
effort  to  secure  in  the  near  future  a  realization  of  the  poet  s 
vision  of  ‘The  Parliament  of  Man:  the  Federation  of  the 
World,’  which  shall  be  the  safe  guardian  of  national  rights,  the 
perpetual  guarantor  of  international  peace. 


70 


ASHEVILLE  COURSE  OF  STUDY 


GRADE  1. 


As  primitive  people  first  relied  upon  crude  pictures  of  strange 
emblems  and  war  trophies  to  record  their  deeds,  this  being  their 
method  of  keeping  records  of  the  past,  so  with  the  child  of  prim¬ 
itive  mind,  the  first  history  should  be  talks  about  relics,  pic¬ 
tures,  customs,  and  certain  holidays.  At  least  one  period  a 
week  should  be  devoted  to  talks  and  stories  about  real  things 
of  history.  This  work  should  not  begin  later  than  the  third 
month,  after  the  child  has  acquired  some  skill  in  talking  about 
natural  objects  and  in  reproducing  stories. 

The  following  will  be  subjects  of  these  talks : 

1.  Pictures  of  Indians — warriors,  women,  children. 

2.  The  Indian  bow  and  arrow,  how  made,  use;  story  of  hunt¬ 
ing  with  bow  and  arrow.  The  tomahawk,  how  made,  use;  story 
of  hunting  with  bow  and  arrow  and  tomahawk.  The  Indian 
knife  (made  of  bone)  ;  how  made,  use;  story  of  hunting  with 
bow  and  arrow,  tomahawk  and  knife. 

3.  Clothing — materials,  how  made. 

4.  The  wigwam — how  made,  use;  the  fire,  cooking;  cooking 
utensils. 


5.  Picture  of  an  Indian  baby,  how  carried,  the  cradle,  story 
of  an  Indian  baby. 

6.  Picture  of  Indian  mother ;  story  of  life  in  wigwam ;  the 
food,  the  table,  the  bed. 


i.  Holidays. — Simple  stories  of  Columbus,  of  Thanksgiving, 
of  Christmas,  of  George  Washington,  and  stories  appropriate 
for  Memorial  day.  Verses  and  songs  taught  for  holiday  les¬ 
sons.  Flag  drill. 

8.  Blackboard  illustrations.  Construction  work. 


Method.  Development  of  subject  through  language  work, 
play,  picture  study,  drawing,  construction  work,  and  literature. 


GRADE  2, 

OUR  ANCESTORS  OR  EARLY  SETTLERS. 

1.  Ancestors  pictures  of  them,  their  dress,  stories  of  meet¬ 
ing  with  them,  Indians,  home  in  the  woods,  (he  travel  on  horse¬ 
back,  occupations. 

2.  The  wild  animal  life  that  surrounded  the  home. 

iiginia  Daie,  Pocahontas,  Penn,  Thangsgiving  in  other 


HISTORY  AND  CIVICS 


71 


lands,  the  Indian  Feast  of  the  New  Corn,  colonial  stories  of 
Christmas,  Christmas  in  other  lands,  George  Washington’s  boy¬ 
hood,  Memorial  Dav. 

Method. — Development  of  subject  through  language  work, 
and  pictures,  as  above.  In  the  last  month  of  the  second  year 
simple  stories  may  be  given  the  children  to  read. 


GRADE  3. 

EARLY  SETTLERS  AND  THE  INDIANS. 

1.  Local  history,  family  traditions,  old  landmarks. 

2.  Life  among  the  Puritans,  the  Dutch,  the  Quakers.  South¬ 
ern  plantation  life,  and  striking  characteristics  of  primitive 
customs. 

3.  Adventures  with  the  Indians,  disputes,  heroic  encounters. 

4.  John  Smith,  Miles  Standish,  King  Philip,  and  local  Colo¬ 
nial  heroes. 

5.  Museum  and  relics. 

6.  Pictures,  games,  charades,  dramatization  of  events.  At 
least  three  quarters  of  an  hour  each  week  should  be  devoted  to 
this  subject. 

Method. — Most  of  the  work  should  be  done  without  text 
books  but  when  books  bearing  on  the  course  can  be  had,  the 
children  should  be  encouraged  to  read  them. 

GRADE  4. 

WORLD  HEROES. 

Joseph,  Leonidas,  Cincinnatus,  Horatius,  Regulus,  Alfred, 
Joan  of  Arc,  William  Tell,  Sir  Phillip  Sidney,  Bayard,  Bruce, 
Columbus,  Washington,  LaFavette,  Florence  Nightingale,  John 
Howard,  John  Cabot,  Balboa,  De  Soto,  Raleigh,  John  Smith, 
Champlain,  Hudson,  Oglethorpe,  Baltimore,  Penn,  Franklin, 
Boone,  Sevier,  Jefferson,  Patrick  Henry,  Putnam,  Hale,  Jasper, 
Greene,  Whitney,  Lewis  and  Clark,  George  Rogers  Clark,  Hous¬ 
ton,  Jackson,  Fulton,  Morse,  Lincoln,  Roosevelt. 

The  names  of  these  heroes  are  selected  without  regard  to  time 
or  locality.  Like  that  of  Bayard,  the  knight  without  fear  and 
without  reproach,  they  are  selected  because  of  their  universal¬ 
ity,  because  the  attributes  that  make  them  immortal  in  history 
and  literature  are  such  as  excite  the  child’s  admiration  for  true 


72 


ASHEVILLE  COURSE  OF  STUDY 


heroism  and  stimulate  liis  desire  for  more  knowledge  of  the 
world’s  heroes.  This  study  will,  it  is  believed,  create  a  historic 
sense  in  children  nine  or  ten  years  old,  and  prepare  them  to  be¬ 
gin  in  the  fifth  year  a  more  intensive  study  of  the  leading  chai- 
acters  of  a  period  when  time  and  place  must  begin  to  hold  the 
consideration  of  the  child  thru  the  teaehcr. 

The  time  devoted  to  history  in  this  grade  should  be  at  least 

one  hour  a  week. 


GRADE  5A. 

HISTORY. 

The  work  of  this  grade  should  develop  a  real  interest  in  his¬ 
torical  characters,  and  the  facts  presented  should  serve  as  a 
basis  for  the  later  and  more  critical  study  of  history. 

I.  Discoverers  and  Explorers. 

The  Northmen — Leif  Ericson. 

Columbus. 

Da  Gama,  Magellan,  Drake. 

The  Cabots. 

The  French — Cartier,  Champlain,  the  Jesuits. 

Amerigo  Vespucci. 

De  Leon,  De  Soto,  Coronado,  Balboa,  Cortez,  Pizarro. 

Raleigh,  Hudson,  Smith. 

II.  In  connection  with  the  above  stories,  the  manners,  cus¬ 
toms,  dress,  shelter,  food,  hunting,  and  warfare  of  the  Indians 
should  be  studied  by  means  of  pictures,  relics,  and  narratives. — 
Mound  Builders,  Cliff  Dwellers,  Aztecs,  and  American  Indians. 

III.  “Tales  of  Troy/’  De  Garno. 

IV.  Memorize  the  following  dates  and  the  events  associated 
with  them : 

1492,  Columbus  and  his  discoverv. 

i/ 

1497,  Cabot’s  discoverv  of  North  America. 

1523,  Magellan  circumnavigates  the  globe. 

1584,  Raleigh  expedition  to  the  coast  of  North  Carolina. 

civics. 

Education.  Relations  and  duties  of  pupils,  teacher,  princi¬ 
pal,  superintendent  and  school  committee.  Preparation  for 
good  citizenship  by  supporting  the  administration  of  the 
schools,  complying  with  school  regulations,  attending  school 
legularly,  and  being  careful  of  all  kinds  of  school  property. 


HISTORY  AND  CIVICS 


73 


GRADE  5B. 

HISTORY. 

I.  Colonization  of  America. — Study  leading  dramatic 
events  in  the  settlement  of  the  thirteen  original  colonies,  and 
New  France,  giving  special  attention  to  events  in  North  Caro¬ 
lina.  *Tn  the  study  of  each  colony  the  following  points  should 
be  illustrated  by  stories:  (1)  Causes  of  emigration,  (2)  char¬ 
acter  of  settlers,  (3)  geographical  situation,  physical  features, 
and  climate;  (4)  prominent  features  of  colonial  manners,  cus¬ 
toms,  and  industries;  (5)  striking  features  in  the  lives  of  prom¬ 
inent  men  connected  with  the  settlements,  as  Walter  Raleigh, 
John  Smith,  Miles  Standish,  Roger  Williams,  William  Penn. 

II.  The  Two  Chief  Indian  Families  encountered  by  the  col¬ 
onists — the  Iroquois  and  Algonquins — and  their  relations  with 
the  English  and  French.  Stories  of  heroism  and  suffering  of 
the  colonists  in  Indian  warfare.  King  Philip’s  War. 

III.  The  French  and  Indian  War. — Review  French  explor¬ 
ations  on  the  lakes  and  Mississippi.  Compare  French  and 
English  colonists  as  to  customs,  industries,  and  treatment  of 
Indians.  The  struggle  for  the  Ohio  valley.  Striking  narratives 
from  the  war  connected  chiefly  with  Washington,  Braddock, 
Franklin,  Montcalm,  and  Wolfe.  Results  of  the  war. 

IV.  The  Wanderings  of  Ulysses. 

V.  Memorize  the  following : 

1607,  Settlement  of  Jamestown. 

1608,  Quebec  founded  by  Champlain. 

1619,  Negro  slavery  introduced. 

1620,  Settlement  of  Plymouth. 

1623,  New  Amsterdam  settled. 

1630,  Boston  founded. 

1634,  Lord  Baltimore  settled  Maryland. 

1653,  North  Carolina  settled  on  Chowan  river. 

1664,  English  Conquest  of  New  Amsterdam. 

1673,  Marquette  explored  the  Mississippi. 

1682,  Penn  founded  Philadelphia. 

1732,  Georgia  settled  by  Oglethorpe. 

CIVICS. 

Charities. — Hospitals  and  their  purposes.  Care  of  orphans 
and  destitute  children,  of  the  aged  and  helpless  and  of  the  blind. 
Our  duty  of  relieving  the  unfortunate,  of  recognizing  personal 
responsibility  to  the  poor  and  helpless,  of  preventing  cruelty  to 


74 


ASHEVILLE  COURSE  OF  STUDY 


children  and  animals,  of  being  independent  and  self-support¬ 
ing. 


GRADE  OA. 

HISTORY. 

I.  The  Revolutionary  Period. — Causes:  (a)  in  general, 
(b)  as  set  forth  in  the  Declaration  of  Independence.  Study 
such  statesmen  as  Jefferson,  Franklin,  Otis,  Henry,  Jay,  Samuel 
Adams,  and  John  Adams.  Chief  events:  Lexington,  Bunker 
Hill,  Long  Island,  Trenton,  Saratoga  and  French  aid,  Phila¬ 
delphia  and  Valley  Forge,  Arnold’s  Treason,  Camden  and 
King’s  Mountain,  Cowpens,  Guilford  Court  House,  Yorktown, 
Paul  Jones  and  the  American  Navy.  Results. 

II.  The  Critical  Period  (1783-1789). — Commercial  dis¬ 
putes,  boundary  conflicts,  ordinance  of  1787,  adoption  of  Con 
stitution,  comparison  of  Constitution  with  Articles  of  Confed¬ 
eration  in  organization,  taxing  power,  and  control  of  commerce. 

III.  The  Constitutional  Period. — Growth  of  territory — 
Louisiana,  Lewis  and  Clark,  industries,  domestic  troubles, 
Hamilton  and  Jefferson,  political  parties,  Burr,  Sevier,  Jack- 
son,  Whitney,  Fulton. 

IV.  War  of  1812. — Causes,  attempt  to  invade  Canada,  Per¬ 
ry’s  victory,  sea-fights,  capture  of  Washington,  NeAv  Orleans, 
results. 

V.  Memorize  the  following  dates: 

1705,  Stamp  Act. 

1770,  Boston  Massacre. 

1775,  Bunker  Hill. 

1776,  Declaration  of  Independence. 

1777,  Long  Island,  Saratoga,  and  Trenton. 

1780,  King’s  Mountain. 

1781,  Surrender  of  Cornwallis. 

1783,  Treaty  of  Paris. 

1789,  Constitution  adopted  and  Washington  inaugur¬ 
ated  President. 

1812-1815,  Second  War  with  England. 

civics. 

National  Government. — The  three  departments,  legislative, 
executive,  judicial;  how  constituted,  chief  duties  imposed  on 
each  Direct  attention  to  phases  of  executive  branch  as  illus- 
ia  ec  in  Asheville  and  vincinity:  post  office,  internal  revenue 


HISTORY  AND  CIVICS 


75 


department,  weather  bureau,  army.  Prepare  for  citizenship  by 
keeping  informed  in  regard  to  the  workings  of  the  national  gov¬ 
ernment,  voting  intelligently,  etc. 


GRADE  6B. 

HISTORY. 

I.  Period  of  Growth  and  Expansion  (1815-1800). — North¬ 
west  Territory,  Florida,  Texas,  Mexican  War,  California. 
Great  inventions  and  growth  of  industries,  commercial  routes, 
Monroe  Doctrine,  tariff  and  revenue,  immigration  (character 
and  effect),  new  states,  politics,  literature. 

II.  Growth  of  Sectionalism. — Slavery,  history  of  slavery 
in  the  colonies  and  nation,  Missouri  Compromise,  States  Rights, 
anti-slavery  movements,  admission  of  new  states,  Compromise 
of  1850,  Fugitive  Slave  Law,  “Uncle  Tom’s  Cabin,”  Kansas-Ne- 
braska  Rill,  Dred  Scott  Decision,  Brown’s  Raid,  Lincoln’s  elec¬ 
tion. 

III.  Biography. — Study  such  parts  of  the  biographies  of  the 
following  men  as  relate  to  the  above  topics:  Monroe,  J.  Q. 
Adams,  Clay,  Webster,  Calhoun,  Jackson,  Houston,  Davis,  Lin¬ 
coln. 

IV.  Memorize  the  following  dates: 

1819,  Purchase  of  Florida. 

1820,  Missouri  Compromise. 

184G,  Mexican  War. 

1848,  Gold  in  California. 

18G0,  Lincoln’s  election. 

civics. 

State  Government. — Chief  powers  and  duties  of  governor, 
lieutenant-governor,  the  legislature,  the  militia.  Suffrage. 
Purpose  of  courts,  judge,  jury.  Service  on  jury  as  witness, 
rights  of  the  accused.  Penal  and  charitable  institutions.  Na¬ 
turalization  of  foreigners.  The  duty  of  each  citizen  to  make 
the  most  of  his  opportunities  for  self-development  and  social 
service,  to  keep  informed  on  matters  of  public  interest,  to  reg¬ 
ister  and  vote,  and  to  pay  taxes. 


76 


ASHEVILLE  COURSE  OP  STUDY 


GRADE  7 A. 

HISTORY. 

I.  Civil  War. — Secession,  important  campaigns  carefully 
studied  as  to  purpose  and  results,  blockades,  emancipation  of 
slaves,  effect  on  political  parties,  close  of  the  war,  results. 

II.  Consolidation  and  Expansion  (1865  to  present  time). — 
Reconstruction  and  its  problems,  constitutional  amendments, 
purchase  of  Alaska,  Alabama  claims,  political  parties,  financial 
crisis,  civil  service  reform  (review  of  spoils  system),  growth  of 
industries,  expositions,  the  New  South,  growth  of  great  cities, 
application  of  steam  arid  electricity,  transcontinental  railways, 
capital  and  labor,  immigration,  war  with  Spain,  island  posses¬ 
sions,  education,  literature. 

III.  Biography. — Lincoln,  Davis,  Lee,  Grant,  Edison, 
George  Peabody,  Clara  Barton,  and  others. 

IV.  Memorize  the  following  dates : 

1861,  Secession  of  the  Southern  States. 

1862,  Merrimac  and  Monitor. 

1863,  Emancipation,  Gettysburg. 

1865,  Close  of  War. 

1869,  Union  Pacific  Railroad. 

1898,  War  with  Spain. 

civics. 

County  and  City  Government. — The  three  departments,  the 
chief  offices,  names  of  officials,  who  may  vote.  Emphasis  placed 
upon  duties  and  responsibilities  of  a  citizen  as  a  member  of  a 
family,  as  pupil,  as  employer  or  employed,  as  voter,  or  office 
holder. 


GRADE  7B. 

HISTORY. 

In  this  grade  take  a  review  of  the  history  of  the  United  States 
with  relation  to  the  history  of  England  and  other  nations.  Ap¬ 
peal  constantly  to  the  judgment  of  the  pupil  by  stressing  causes 
and  results  of  great  historical  movements.  Encourage  much 
collateral  reading  in  connection  with  the  work,  and  enlarge 
the  sources  for  research. 

I.  Period  of  Discovery  and  Colonial  Development. — 
Causes  which  led  to  discovery  of  America,  nations  interested, 
territoi ial  claims  with  maps,  colonies  typical  of  the  three  forms 


HISTORY  AND  CIVICS 


77 


of  colonial  government  studied  in  detail.  European  conditions 
leading  to  colonization,  relations  with  other  colonies,  England, 
and  other  nations.  Social  life,  industries,  education,  chief  men. 
Territorial  changes  with  maps. 

II.  Revolution. — Comparison  of  rights  of  Englishmen  in 
England  and  in  America.  Causes  remote  and  immediate,  lead¬ 
ers  on  both  sides,  and  friends  in  England.  Congresses,  Declar¬ 
ation  of  Independence,  and  Articles  of  Confederation.  The 
war:  commanders,  important  campaigns,  the  navy,  French 
aid,  Arnold’s  treason,  turning  points  in  the  North  and  South, 
close  of  the  war,  results.  Territorial  changes  with  maps. 

III.  Constitutional  Period. — Territorial  growth,  the  adop¬ 
tion  of  a  new  constitution,  domestic  and  foreign  difficulties, 
Hamilton  and  the  finances,  federal  versus  state  sovereignty, 
economic  questions — banks,  treasury,  tariff — slavery,  and  its 
results,  state  rights,  Civil  War:  Important  campaigns  and  ef¬ 
fects  on  power  of  national  government,  economic  effects,  recon¬ 
struction  and  rights  of  suffrage,  economic  progress  since  Civil 
War,  population,  immigration,  growth  of  cities,  money  ques¬ 
tions,  leaders  in  statesmanship,  literature,  science  and  art; 
United  States  as  a  world  power,  Monroe  Doctrine,  Spanish- 
Arnerican  War,  foreign  possessions,  influence  on  world  diplo¬ 
macy,  Hague  tribunal. 


CIVICS. 

Brief  discussions  in  class  on  following  topics :  Three  Types 
of  Colonial  Government. — Charter,  proprietary,  royal,  gov¬ 
ernors  and  assemblies.  Local  Government. — City  and  county. 
Articles  of  Confederation. — Chief  provisions  and  defects. 
Constitution. — Formation,  ratification,  and  comparison  of 
chief  provisions  with  Articles  of  Confederation.  Legislative 
Departments. — House  of  Representatives  and  Senate;  duties, 
and  how  a  bill  becomes  a  law.  Executive  Department. — Pres¬ 
ident,  Vice-president,  election,  duties.  Judicial  Department. — 
Supreme  court,  circuit  courts,  and  district  courts.  Interdepen¬ 
dence  of  Three  Departments. — President’s  power  in  legisla¬ 
tion,  Senate's  power  over  President’s  appointments,  power  of 
impeachment,  Supreme  Court  determines  constitutionality  of  a 
law,  subordination  of  military  to  civil  power.  Constitutional 
Amendments,  State  Governments. — Three  departments  and 
chief  officers. 


78 


ASHEVILLE  COURSE  OF  STUDY 


HOME  READING 

The  object  in  this  course  in  reading  is  to  train  the  child  from 
the  beginning  to  have  ci  desire  to  vend  good  literature  at  home. 
The  list  of  books  recommended  for  each  grade  is  broad  in  scope, 
and  the  number  to  select  from  is  large  enough  to  allow  consid¬ 
erable  freedom  in  choice. 

It  is  expected  that  teachers  and  parents  will  do  much  toward 
making  this  branch  of  the  child’s  reading  profitable.  The 
teacher  can  help  by  making  herself  familiar  with  each  book  in 
the  course  for  her  grade,  by  reading  occasionally  parts  of  books 
to  the  class  in  order  to  create  interest,  by  guiding  and  directing 
according  to  individual  wants,  and  by  testing,  in  the  most  ex¬ 
pedient  way,  the  child’s  knowledge  of  books  read.  The  parent 
can  help  by  showing  a  warm  sympathy  in  the  work,  often  read¬ 
ing  and  discussing  a  book Avitli the  child  from  the  child's  point  of 
view,  rather  than  from  that  of  the  adult — putting  himself  in  the 
child’s  place — and  by  encouraging  the  child  to  love  good  books 
and  to  make  collections  of  favorite  ones.  Both  teacher  and  par¬ 
ent  should  encourage  children  to  make  beginnings  of  libraries 
of  good  books  in  order  that  a  habit  of  collecting  books  may  be 
early  formed. 

Teachers  should  see,  however,  that  the  outside  reading  does 
not  interfere  with  the  regular  work  of  the  school.  It  may  often 
be  necessary  to  confer  with  parents  in  order  to  adjust  this  mat¬ 
ter.  Of  course,  what  is  too  much  for  one  pupil  may  in  no  wise 
injure  another;  so  that  in  each  case  it  will  be  necessary  to  con¬ 
sider  the  mental  and  physical  condition  of  the  child. 

The  books  in  the  Home  Course  should  be  carefully  read.  The 
child  should  know  something  about  them  when  they  are  fin¬ 
ished.  Pupils  who  prove  to  be  superficial  readers  should  be 
limited  as  to  the  number  of  books  drawn,  and  required  to  give 
better  reports  of  those  read. 

A  matter  of  more  serious  consideration  than  the  tendency  to 
superficial  reading  is  the  lack  of  interest  in  good  literature  on 
the  part  of  many  pupils.  Cases  of  this  kind  will  often  tax  the 
ingenuity  of  the  teacher.  Every  means  should  be  used  to  in¬ 
terest  such  pupils.  The  surest  way  of  doing  this  is  to  study  the 
child’s  interests  and  get  him  to  read  books  bearing  upon  sub¬ 
jects  in  which  he  takes  a  deep  concern. 

In  some  schools  it  has  been  found  beneficial  to  keep  a  record 


HOME  READING 


79 


of  wliat  each  child  reads.  These  records  are  passed  along  with 
the  pupil  from  grade  to  grade,  giving  each  teacher  a  summary 
of  the  child’s  knowledge  of  literature.  This  proves  of  great  use 
to  the  scientific  teacher. 

Do  not  fail,  especially  with  larger  pupils,  to  have  the  intro¬ 
ductions  to  books  read.  It  is  also  advisable  for  pupils  to  read 
a  brief  life  of  the  author  before  reading  a  book.  The  teacher 
can  render  valuable  help  in  such  preliminary  study,  which  al- 

wavs  adds  interest. 

*/ 

Always  suggest  to  the  children  other  works  of  authors  whose 
lives  and  books  they  are  reading. 

Some  teachers  make  a  practice  of  setting  aside  the  regular 
reading  period  once  or  twice  a  month  for  the  general  discussion 
of  books  read.  Some  pupil  suggests  a  book,  and  then  all  who 
have  read  it  take  part  in  discussing  it.  As  a  result  of  this  plan 
many  pupils  are  lead  to  read  books  which  they  otherwise  might 
not  read,  as  very  often  a  child  will  take  a  suggestion  from  a 
pupil  rather  than  from  a  teacher. 

Pupils  may  be  asked  occasionally  to  write  letters  to  their 
teachers  on  the  subject  of  books  read,  the  letter,  of  course,  form¬ 
ing  a  language  lesson  as  well  as  a  report  on  the  book. 

Another  good  plan  in  connection  with  the  Home  Reading 
Course  is  to  have  pupils  keep  note  books  in  which  facts  about 
the  author  and  the  incidents  in  the  story  are  noted.  Pupils  have 
been  found  to  be  much  interested  in  this  plan,  reading  thoroly 
and  noting  carefully.  When  a  sufficient  number  have  read  a  cer¬ 
tain  book,  a  profitable  discussion  can  be  held  on  Friday  after¬ 
noon.  Most  teachers  are  agreed  that  in  order  to  create  a  gen¬ 
eral  interest  in  books  it  is  necessary  to  have  class  discussion  on 
them. 

Of  course,  it  is  not  intended  that  the  pupils  shall  always  be 
held  strictly  to  the  suggested  lists.  There  are  hundreds  of 
good  books  not  in  the  lists.  The  teacher  or  parent,  however, 
should  sanction  the  choice  of  a  book  before  it  is  read.  Often 
something  in  history  or  geography  or  some  other  subject  in  the 
course  will  suggest  a  good  standard  book,  and  when  this  hap¬ 
pens  the  teacher  should  recommend  the  book  to  the  class  if  it  is 
within  their  range.  Teachers  should  encourage  a  certain 
amount  of  independence  in  the  discovery  of  good  books  by  the 
pupils,  taking  care  always  that  they  are  good  books.  One  very 
important  thing  to  be  taught  a  child  is  how  to  know  good  books 
from  bad  or  useless  ones  by  the  characteristics  of  each. 

Following  is  a  set  of  general  questions  which  may  be  asked 
about  almost  any  book: 


so 


ASHEVILLE  COURSE  OF  STUDY 


“1.  Who  wrote  this  book?  V\  hat  do  you  know  of  liis  life? 
Have  you  read  other  books  by  the  same  author?  similar  books 
by  other  authors?  Compare. 

“2.  Name  some  of  the  persons  told  about  iu  ibis  book.  Y\  hu  h 

do  vou  like  best?  Whv? 

«.  • 

“3  What  did  you  learn  from  this  book? 

**4.  Did  you  like  it?  Why?  Would  you  like  to  read  more 
about  this  author,  or  similar  book-  by  other  authors,  or  other 
books  about  the  same  things?  Teacher  suggest  some.  i" 

Questions  on  particular  books : 

Little  Lame  Frinee.  Mulock. 

“Did  you  like  the  Little  Lame  Frinee?  Why?  How  did  the 
fairy  godmother  help  the  little  prince?  Lo  little  people  today 
'.have  any  one  like  a  fairy  godmother  to  help  them?  Whom? 
Why  did  the  nurse,  although  an  evil  woman,  love  the  prince? 
When  a  child,  how  did  the  prince  propose  to  become  a  good  and 
wise  man?  Tell  me  about  the  travelling  cloak.  What  change 
came  to  the  prince  after  some  years?* 

Birds'  Christmas  Carol.  Wimin. 

C'C' 

“How  many  little  plans  has  the  book  suggested  to  you  for 
making  others  better  and  happier?  <  an  you  sketch  some  of  the 
pictures  from  memory  for  me.  so  that  I  can  give  those  parts  of 
the  story?  Did  vou  share  this  stood  time  with  others  in  vour 
home?  When  reading  a  good  book  a  dear  friend  is  really  talk¬ 
ing  with  us." 


GRADE  2. 


Read  auv  six. 

Animal  Life . Bass 

In  My  Nursery  . Richards 

Fairy  Tales . Grimms 

Adventures  of  a  Brownie . Mulock 

Book  of  Fables . Scndder 

Little  Nature  Studies,  I . Burt 

Friends  in  Feathers  and  Furs . .Johonnot 

Mopsa  the  Fairy . Instelow 

Joyous  Story  of  Toto . Richards 

Five  Minute  Stories . Richards 

Young  Master  Kirke . Shirley 

Story  Land  of  Stars . Pratt 

Little  Sunshine's  Holiday . Mulock 

tats  and  Dogs . Johonnot 


HOME  READING 


81 


GRADE  3. 

Read  any  six. 

Rhymes  and  Jingles . Dodge 

Colonial  Children  . Pratt 

Four  Feet,  Two  Feet  and  No  Feet . Richards 

Fables  . Aesop 

Spinning-Wheel  Stories . Alcott 

Fairy  Tales  . Andersen 

Alice  in  Wonderland . Carroll 

New  Year’s  Bargain . Coolidge 

Little  People  of  Asia . Miller 

Stories  of  Heroic  Deeds . Johonnot 

Classic  Stories  for  Little  Ones . McMurry 

Little  Nature  Stories,  II . Burt 

Plant  Life  . Bass 

Fifty  Famous  Stories . Baldwin 

«/ 

Fairy  Stories  and  Fables . Baldwin 

Robinson  Crusoe  . McMurry 

«/ 

Five  Cent  Classics — Daniel  Boone,  George  Washing¬ 
ton. 

GRADE  4. 

Read  any  six. 

tv 

Ten  Boys . Andrews 

Old  Greek  Stories  . Baldwin 

Captain  January  . Richards 

Seven  Little  Sisters  . Andrews 

Each  and  All  . Andrews 

Two  Little  Confederates . Page 

Little  Lord  Fauntleroy  .  . : . Burnett 

Little  St.  Elizabeth . Burnett 

In  Indian  Tents . Alger 

Little  Lame  Prince  . Mulock 

Legends  of  the  Norseland . Guerber 

Little  Mr.  Thimblefinger . Harris  , 

Mr.  Rabbit  at  Home . Harris 

Little  Jarvis  . Seawell 

Jan  of  the  Windmill . Ewing 

Story  of  the  Chosen  People . Guerber 

GRADE  5. 

Read  any  eight. 

Stories  Mother  Nature  Told  . Andrews 

Wild  Animals  I  Have  Known . Seton 


82 


ASHEVILLE  COURSE  OF  STUDY 


Little  Men  . 

Little  Women  . 

Eight  Cousins  . 

Prince  and  Pauper . 

Tom  Sawyer . 

Big  Brother . 

Capt.  Sam . 

Signal  Boys . 

Story  of  the  Romans . 

Story  of  the  Greeks . 

Rab  and  His  Friends . 

Five  Little  Peppers . 

Five  Little  Peppers  Grown  Up 

Black  Beauty  . 

Storv  of  Patsy . 

Birds’  Christmas  Carol . 

Being  a  Boy . 

Story  of  a  Short  Life . 

Story  of  a  Bad  Boy . 

Hans  Brinker . 

Odysseus . 

Swiss  Family  Robinson . 

Water  Babies . 

Blue  Fairy  Book . 

Little  Nell  . 

Paul  Dombey . 

Jungle  Books . 

Peterkin  Papers . 


. .  .  Alcott 
. .  .Alcott 
.  .  .Alcott 
.  . .  Twain 
.  .  .Twain 
Eggleston 
Eggleston 
Eggleston 
.  .  Guerber 
.  .Guerber 
.  .  .  Brown 
. .  .  Sidney 
. .  .  Sidney 
. .  .  Sewell 


.  Wiggin 
.Warner 
.  .Ewing 
.Aldrich 
.  .  Dodge 
. .  .  Burt 
. .  .  Wyss 
Kingsley 
. .  .  Lang 
.  Dickens 
.  Dickens 
.Kipling 
. . .  .Hale 


GRADE  6, 

Read  anj^  eight. 

Twice-Told  Tales . Hawthorne 

Story  of  the  Thirteen  Colonies . Guerber 

A  Boy  of  the  First  Empire . Brooks 

Last  of  the  Mohicans . Cooper 

With  Lee  in  Virginia . Hentv 

The  Spy  . Cooper 

Stories  of  the  Old  Dominion . Cooke 

Toby  Tyler . Otis 

Century  Book  for  Young  Americans . .Brooks 

Hoosier  School  Boy . Eggleston 

Boys  of  ’76 . Coffin 

Family  Flights . Hale 

Boys  Who  Became  Famous . Bolton 


HOME  READING 


83 


Girls  Who  Became  Famous . Bolton 

Story  of  the  Great  Republic . Guerber 

The  Man  Without  a  Country . . Hale 

Ten  Great  Events . Jolionnot 

Stories  of  Our  Country . Jolionnot 

Popular  History  of  Greece . Yonge 

Popular  History  of  Rome . Yonge 

The  Knight  of  Liberty . Butterworth 

Stories  of  the  Golden  Age . Baldwin 

Fridtjof  Nansen . Buell 

Huckleberry  Fin  . Twain 

With  Wolfe  in  Canada . Hentv 

Boys  of  Green  way  Court . Butterworth 

Under  the  Lilacs . Alcott 

Old  Fashioned  Girl . Alcott 

Hilt  to  Hilt . Cooke 

Book  of  .  Famous  Rulers . Farmer 

Caesar .  Abbott 

Hannibal . Abbott 

Darius  the  Great . Abbott 

Madame  Roland . Abbott 

Xerxes .  Abbott 

William  the  Conqueror . Abbott 

Daniel  Boone . Abbott 

Boy’s  King  Arthur . Lanier 

Boy  Settlers . Brooks 

GRADE  7. 

Read  any  ten. 

Standish  of  Standish . Austin 

Tom  Brown  at  Rugby . Hughes 

Captains  Courageous  . Kipling 

Scottish  Chiefs . Porter 

Birds,  and  Bees . Burroughs 

A  Hunting  of  the  Deer . Warner 

Burgoyne’s  Invasion . Drake 

Paul  Jones  A.bbott 

Boyhood  of  Lincoln . Butterworth 

Captains  of  Industry . Parton 

Two  Years  Before  the  Mast . Dana 

Betty  Alden  . Austin 

Zachery  Phips . Bynner 

The  Pathfinder . Cooper 


84 


ASHEVILLE  COURSE  OF  STUDY 


Under  Drake’s  Flag . Henty 

Paul  Jones . Seawell 

Decatur  and  Somers . Seawell 

Life  of  Crockett . Crockett 

Montcalm  and  Wolfe . Parkman 

Battle  of  Gettysburg . Drake 

Washington  and  His  Generals . Headly 

Heroes  of  the  Middle  West . Catherwood 

Hero  Tales  of  American  History . Roosevelt 

La  Salle  and  the  Discovery  of  the  Great  West.  . .  . 

Parkman 

Nicholas  Nickleby  . Dickens 

Pickwick  Papers . Dickens 

Green  Mountain  Boys . Thompson 

Frank  at  Don  Carlo’s  Ranch . Castleman 

Camping  Out  . Stephens 

Young  Puritans  in  King  Philip's  War . Smith 

Little  Dorritt . Dickens 

To  Have  and  to  Hold . Johnston 

For  Love  of  Country . Brady 

Prince  and  Page . Yonge 

Popular  History  of  France . f . Yonge 

Popular  History  of  Germany . Yonge 

Horseshoe  Robinson  . Kennedv 

«/ 

Treasure  Island . Stevenson 

Kidnapped . Stevenson 

In  the  Tennessee  Mountains . Craddock 

In  Ole  Virginia . Page 

A  Carolina  Cavalier . Eggleston 

Days  of  Bruce . Aguilar 

Ramona . Jackson 


NATURE  STUDY 

GRADE  1. 


FALL  TERM. 

Domestic  Animals. — Cat.  Observe  its  characteristic  move¬ 
ments  and  actions.  Study  color,  parts,  covering,  food,  uses, 
kinds,  care  of  young.  Lessons  on  kindness  to  animals. 

Birds. — Canary,  pigeon,  English  sparrow,  duck.  Recognition 
and  name,  color,  parts,  covering,  food  and  feeding  habits,  move- 


NATURE  STUDY 


85 


merits,  song  or  call.  Encourage  children  to  feed  and  protect 
birds. 

Flowering  Plants. — Goldenrod,  aster,  chrysanthemum, 

/  7 

geranium,  burdock.  Recognition  and  name,  whole  plant,  parts 
(root,  stem,  leaves),  color,  odor. 

Fruits. — Apple,  pear,  peach,  plum,  chestnut,  acorn.  Color, 
odor,  taste,  parts,  uses. 

Vegetables. — Potato,  onion,  carrot,  turnip,  sweet  potato, 
pumpkin,  corn.  Color,  parts,  uses. 


SPRING  TERM. 

Domestic  Animals. — Dog.  See  “Domestic  Animals,”  Fall 
Term. 

Birds. — Robin,  bluebird,  chicken,  jay.  See  “Birds,”  Fall 
Term.  Also  learn  bird  notes. 

Fish. — Goldfish.  Study  movements,  color,  parts,  covering, 
food. 

Insects. — Milkweed-butterfly.  Cecropia  moth.  Living  speci¬ 
mens  and  food. 

Correlations. — Myths,  legends,  poems,  and  pictures  of 
plants  and  animals  studied. 

GRADE  2. 

FALL  TERM. 

Domestic  Animals. — Cow.  Characteristic  parts,  covering, 
food,  uses,  movements,  habits,  young.  Lessons  on  kindness  to 
animals. 

Birds. — Cardinal,  song-sparrow,  snowbird,  red  headed  wood¬ 
pecker,  humming-bird,  owl,  turkey.  Recognition  and  name, 
color,  parts,  covering,  food,  feeding  habits,  homes,  movements, 
calls  and  notes,  uses  to  man,  power  of  flight,  migrations.  Com¬ 
parison  of  turkey  with  duck  and  chicken. 

Insects. — Grasshopper,  cricket,  flies,  polyphemus  moth. 
Comparison  of  cricket  and  grasshopper.  Recognition  and 
name,  color,  parts,  home,  food  and  feeding  habits,  movements, 
sounds  or  calls,  enemies.  Encourage  children  to  make  observa¬ 
tions  and  report. 


86 


ASHEVILLE  COURSE  OF  STUDY 


Flowering  Plants. — Morning-glory,  sunflower,  nasturtium, 
wild  aster,  daisy,  milkweed,  thistle.  Recognition  and  name, 
color,  odor.  Dispersal  of  seeds  by  wind  and  animals.  Encour¬ 
age  home  gardening  and  the  saving  of  seeds. 

Fruits. — Grape,  orange,  lemon,  hickory-nut,  chinquapin. 
Color,  odor,  taste,  parts,  uses. 

Trees. — Chestnut,  oak,  pine.  Recognition  by  fruit,  leaf, 
bark;  winter  buds — color  and  protection. 

SPRING  TERM. 

Domestic  Animals. — Horse.  See  “Domestic  Animals”  under 
Fall  Term. 

Birds. — Scarlet  tanager,  goldfinch,  Baltimore  oriole,  downy 
woodpecker;  hen  and  chickens  compared  with  other  birds.  See 
“Birds,”  under  Fall  Term. 

Flowering  Plants. — Buttercup,  jack-in-the-pulpit,  wild  gera¬ 
nium,  azalea,  bloodroot,  iris,  sweetpea.  See  “Plants,”  under 
Fall  Term. 

Fruits. — Strawberry,  cherry,  currant,  raspberry.  See 
“Fruits,”  under  Fall  Term. 

Vegetables. — Vegetable  gardens;  radish,  lettuce,  bean,  pea. 
Color,  parts,  uses.  Vegetables  as  root,  leaf,  fruit.  Encourage 
home  gardening. 

Natural  Phenomena. — Daily  observation  of  weather,  and 
record  of  same.  Observation  of  winds — force  and  visible  effects. 
Storms,  rainbow,  sun — light,  heat,  day  and  night. 

Correlations. — Myths,  legends,  stories,  poems,  and  pictures 
related  to  topics  studied. 


GRADE  3. 

FALL  TERM. 

Birds. — Bullbat,  whippoorwill,  chimney-swift,  phoebe,  eagle, 
snipe,  ostrich.  Plumage,  song  or  call,  habits,  food,  size,  mo¬ 
tions,  uses,  feet  and  bill.  Lessons  on  protection  of  birds. 

Insects. — Luna  moth,  caterpillar,  metamorphoses;  potato 
beetle,  dragon-fly,  mosquito,  rose-beetle,  clothes-moth ;  head, 


NATURE  STUDY 


87 


body,  legs,  wings,  feelers,  distinctive  markings,  breeding-places, 
food,  movements,  uses  to  man,  dangers  to  man. 

Animals. — Wolf,  fox.  Comparison  with  dog.  Rabbit,  squir¬ 
rel ;  tree-frog,  toad,  bullfrog:  snakes,  terrapin;  goldfish,  trout, 
minnows.  Recognition  and  name,  striking  characteristics,  cov¬ 
ering,  food,  uses,  movements,  homes,  habits. 

Flowering  Plants. — Solomon’s  seal,  false  Solomon's  seal, 
hepatica,  cinquefoil,  laurel,  chickweed,  dahlia,  chrysanthemum, 
cosmos.  Recognition  and  name,  color,  odor.  Encourage  pupils 
to  cultivate  flower  gardens  at  home. 

Fruits  and  Seeds. — Pumpkin,  melon,  cranberry,  burdock, 
beggar's  ticks,  burrs,  nuts,  stone-fruits,  pods.  How  seeds  are 
protected  while  ripening:  adaptation  for  dispersal  by  wind, 
water,  birds,  hairv  animals.  Collection  of  drv  fruits  to  show 
form  and  method  of  dispersal. 

Trees. — Maple,  dogwood,  ailanthus,  walnut.  Arrangement 
of  leaves,  parts  of  leaf,  position  and  protection  of  buds,  autumn 
coloring,  collecting  and  mounting.  Recognition  of  tree  by  leaf, 
fruit,  bark. 

Experiments. — Where  does  sap  rise  thru  stem  and  leaves? 
Whv  do  leaves  wilt?  How  do  leaves  move  with  reference  to 
lisrht ?  I>o  leaves  give  off  water? 

c1  c 

Earth  Study. — Hills,  isolated  and  in  chains ;  plains,  low  and 
high:  valleys,  slopes,  brooks,  rivers,  ponds,  lakes,  bays,  islands. 
Modeling  of  forms  not  accessible  for  personal  observation.  De¬ 
termination  of  north  bv  noon-dav  shadow,  determination  of 

t 

east  and  west  by  rising  and  setting  sun,  eight  points  of  com¬ 
pass,  direction  in  class  room,  direction  and  distance  of  familiar 
places  by  miles.  Observation  of  change  of  seasons. 


SPRING  TERM. 

Migratory  Birds. — Robin,  catbird,  humming-bird ;  tanager, 
oriole,  red  headed  woodpecker.  Xesting, — birds  as  carpenters, 
tailors,  basket  makers,  masons,  weavers,  upholsterers,  decor¬ 
ators.  Encourage  protection  of  birds. 

Insects. — Ants,  bees,  wasps,  hornets.  See  “Insects,  under 
Fall  Term.  Distinctive  functions  of  queen,  worker,  and  drone. 
Hive  or  colonv,  food,  hibernation. 

t  / 

Animals. — Buffalo — comparison  with  cow;  tiger,  lion,  com- 


88 


ASHEVILLE  COURSE  OF  STUDY 


parison  with  cat.  Oysters,  clams,  crawfish.  Bee  u Animals, 
under  Fall  Term. 

Seeds  and  Seedlings. — Bean,  pea,  squash,  corn,  sunflower. 
Parts  of  seeds,  little  plant  in  the  seed,  storage  of  food  for  plant, 
development  of  root,  stem,  and  leaves  from  seed ;  uses  of  seed 
leaves.  Life  histories  of  bean,  pea,  squash,  corn,  onion,  parsnip, 
radish— as  seed,  seedling,  root,  stem,  leaves,  flowers,  fruit. 

Gardening. — Encourage  the  keeping  of  home  gardens,  plant¬ 
ing  the  above-mentioned  seeds  and  others.  Show  need  of  good 
soil  by  plants  in  sawdust,  sand,  and  rich  loam. 

Experiments. — Of  what  use  are  seed  leaves  to  a  pea?  In 
what  region  of  the  root  does  growth  take  place?  In  what  direc¬ 
tion  do  roots  grow?  Growth  of  root  hairs. 

Flowering  Plants. — Anemone,  arbutus,  poison  ivy,  water 
lily,  bluets,  dog-tooth  violet,  lily-of-the- valley,  verbena.  Parts 
of  flowers  and  their  uses,  pollen  and  nectar,  how  insects  are  at¬ 
tracted  and  rewarded,  development  of  fruits. 

Earth  Study. — Review  work  of  Fall  Term.  Location  of  im¬ 
portant  streets  and  buildings  in  Asheville.  Manufacturing  dis¬ 
tricts,  and  location  along  railroad.  Regions  of  different  indus¬ 
tries.  Residence  portion,  suburbs. 


GRADE  4. 

FALL  TERM. 

Birds. — Flicker  (yellowhammer) ,  brown  thrasher,  white¬ 
breasted  nuthatch,  quail,  partridge.  Plumage,  song  or  call, 
habits,  food,  size,  motions,  uses,  feet  and  bill. 

Spiders. — Web,  prey,  enemies,  means  of  defence,  egg-cases, 
hatching  of  eggs,  comparison  with  other  insects. 

Useful  Animals. — Green  frog,  fish,  bat,  lady-bug,  cochineal 
bug,  earthworm ;  sheep,  goat,  cow ;  hen,  goose,  duck ;  ox,  horse, 
donkey,  mule,  camel.  Particular  emphasis  should  be  placed 
upon  value  to  man,  (1)  as  destroyers  of  injurious  insects  (2)  as 
the  source  of  supply  of  useful  materials,  including  materials 
for  clothing,  food,  furniture,  and  ornaments,  (3)  as  beasts  of 
burden. 

Harmful  Animals. — Cut-worm,  potato-beetle,  cabbage-worm, 
leaf-roller,  plant-lice,  codling-moth,  beetles,  tent-caterpillar, 


NATURE  STUDY 


89 


canker-worm,  clothes-moth,  cockroach,  flies,  bedbug,  ant,  mos¬ 
quito,  rat,  mouse.  Particular  emphasis  should  be  placed  upon 
their  injuries  to  man,  harmful  stage,  method  of  extermination, 
work  of  government  in  destroying  pests,  government  bulletins. 

SPRING  TERM. 

Flowering  Plants. — Mountain  pink,  phlox,  Indian  pipe, 
lady’s-slipper,  blue-eyed  grass,  yellow  star-grass.  Recognition 
and  name,  care,  color,  odor,  habitat. 

Flowerless  Plants. — Ferns,  mosses,  mushrooms.  Parts, 
colors,  spores,  treated  in  an  elementary  way. 

Garden  Work. — Review  needs  of  plants.  Propagating  plants 
by  means  of  seeds,  slips,  runners.  Parsnip,  turnip,  tomato,  cab¬ 
bage,  geranium,  rose,  strawberry.  Transplanting  of  tomato, 
cabbage  and  other  plants. 

Fruit. — Apples,  blackberry,  huckleberry.  Save  and  plant 
seeds.  Study  life  history  and  learn  varieties. 

Classification  of  Plants. — Evergreen  and  deciduous  trees, 
shade  and  fruit  trees;  trees,  shrubs  and  herbs;  plants  with  one 
seed-leaf  (monocotyledons),  and  with  two  seed-leaves  (dicoty¬ 
ledons)  ;  parallel-veined  and  netted-veined,  pinnate  and  pal¬ 
mate. 

Correlations. — Myths,  legends,  stories,  poems,  and  pictures 
of  plants  and  animals  studied  in  this  grade.  Correlate  as 
closely  as  possible  with  work  in  geography. 


GRADE  5. 

FALL  TERM. 

Birds. — Kingfisher,  chewink,  indigo-bunting,  brown-creeper, 
summer  yellow-warbler.  Plumage,  song  or  call,  habits,  food, 
size,  color,  motions,  uses,  feet,  bill. 

Insects. — Curculios,  honeybee,  bumblebee,  mud-wasp,  paper- 
wasp,  squash-bug.  Head,  body,  legs,  wings,  feelers;  distinctive 
markings,  breeding-places,  food,  movements,  uses  to  man,  dan¬ 
gers  to  man. 

Animals. — Frog,  slug,  snail,  clam,  fish,  muskrat.  Recogni¬ 
tion  and  name,  striking  characteristics,  development,  uses. 


90 


ASHEVILLE  COURSE  OF  STUDY 


Adaptation  to  Environment. — Study  of  animals,  with  spec¬ 
ial  reference  to  tlieir  mode  of  life,  methods  of  securing  food, 
breathing,  care  of  young,  modes  of  locomotion,  means  of  attack 
and  defence,  protective  resemblance,  warning  odors,  mimicry, 
division  of  labor  in  social  or  communal  life,  adaptation  to  dif¬ 
ferent  seasons  of  the  year. 

Elementary  Classification. — Vertebrates  and  inverte¬ 
brates.  Groups  of  vertebrates:  mammals,  birds,  reptiles,  am¬ 
phibious  animals,  fishes;  difference  in  body,  form,  covering;  use 
and  structure  of  limbs;  medium  in  which  they  live.  Inverte¬ 
brates:  sponges,  coral,  worms,  starfish,  mollusks,  spiders,  in¬ 
sects,  Crustacea;  differences  in  body,  form,  covering;  presence 
or  absence  of  limbs  or  other  appendages ;  medium  in  which  they 
live.  Differences  between  worms  and  caterpillars ;  bats  and 
birds ;  whales  and  fishes. 


SPRING  TERM. 

Flowering  Plants. — Evening  primrose,  jewel  weed,  colum¬ 
bine,  butter-and-eggs,  dogbane,  clematis.  Recognition  and 
name,  color,  odor,  care,  habitat. 

Garden  Work. — Ferns.  Collect  wild  flower  seeds,  and  plant. 
Spinach,  cucumbers,  mustard,  corn.  Study  of  common  weeds 
and  how  to  destroy  them. 

Fruit. — Plum,  quince,  grape.  Grapevine  culture;  layers,  cut¬ 
tings,  seeds. 

Trees. — Uses  to  tree  of  bark,  of  wood,  of  pith;  annual  rings 
and  medullary  rays  (study  cross  and  long  sections  of  pieces  of 
wood),  uses  of  heart- wood  and  of  sap-wood  to  plants  and  to 
man;  movements  of  sap  (maple)  ;  blossoming  and  fruit  forma¬ 
tion  of  fruit-trees  and  shade  trees;  use  of  wood  in  building  and 
furniture  (make  collections)  ;  use  of  trees  in  producing  rain¬ 
fall.  Emphasis  should  be  given  to  the  protection  of  trees  in 
city  streets. 

Forms  of  Stems. — Erect,  prostrate,  climbing  by  tendrils, 
twining  by  stem  or  petiole,  why  plants  seek  erect  position ;  un¬ 
derground  stems  (potato)  and  bulbs  (onion)  ;  uses  of  stored 
nourishment  to  plants. 

Plant  Products  Useful  to  Man. — Vegetables  classified  as 
roots,  stems,  leaves,  bulbs,  fruits.  Fruits  classified  as  fleshy, 
stone,  and  dry.  Medicines  and  spices:  bark,  leaves,  sap,  ex- 


PENMANSHIP 


91 


tracts.  Clothing:  cotton,  linen.  Woods:  those  used  for  build¬ 
ing  or  furniture ;  characteristics  which  fit  them  for  this  use. 

Correlations. — Myths,  legends,  stories,  poems  and  pictures 
related  to  topics  studied. 


PENMANSHIP 

Penmanship  is  “the  art  preservative  of  other  arts.”  That  it 
be  correctly  taught  is  of  prime  importance. 

He  who  can  read  well,  spell  correctly,  and  write  neatly  has  in 
his  possession  the  means  that  make  it  possible  for  him  to  ac¬ 
quire  all  the  learning  of  all  the  ages. 

If  the  pupil  is  made  to  realize  what  a  lasting  benefit  good 
penmanship  will  be  to  him,  half  the  battle  is  won  for  the 
teacher. 

All  children  should  be  taught  to  write  with  the  right  hand. 

As  soon  as  the  pupils  acquire  the  correct  movement,  neatness 
and  accuracy  should  be  required. 

Note. — It  is  necessary  to  insist  upon  correct  position  and 
muscular  movement  from  the  first  grade  thru  the  seventh,  to 
enable  the  pupils  to  master  the  correct  method  of  penmanship. 

Blackboard  practice  is  essential  to  give  little  children  the 
proper  conception  of  the  muscular  movement.  Give  some  of 
this  work  in  the  first  grade,  more  in  the  second  and  third. 

RULES. 

1.  Position  of  Body. — Sit  with  right  side  turned  slightly 
toward  the  desk.  Body  must  be  held  erect  so  that  the  pupil 
does  not  lean  either  forward  or  backward  against  the  desk. 
Feet  must  rest  squarely  on  the  floor. 

2.  Position  of  Paper. — Place  the  paper  diagonally,  near  the 
left  edge  of  the  desk.  Hold  the  paper  in  position  with  the  left 
hand,  so  that  the  left  shoulder  may  be  level  with  the  right. 

3.  Position  of  Arm. — The  wrist  must  be  flat  on  the  desk, 
that  the  arm  may  move  easily  from  the  shoulder. 

4.  Position  of  Pen. — The  pen  should  be  placed  against  the 
side  of  the  second  finger  nail,  the  first  finger  resting  near  the 
second  on  top  of  the  pen,  and  the  thumb  against  the  pen  under 
the  first  finger.  If  the  hand  is  in  correct  position,  the  nails  on 
all  the  fingers  will  be  plainly  visible. 


92 


ASHEVILLE  COURSE  OF  STUDY 


GRADE  1. 

Correct  position  of  body,  arm,  paper,  and  pencil.  Give  simple 
exercises  to  aid  in  learning  muscular  movement.  Shapes  of 
letters  studied.  Copies  used  taken  from  Macmillan  writing 
book  No.  I. 

GRADE  2. 

Correct  position.  Neatness  in  formation  of  letters  insisted 
upon.  Letters  and  combinations  of  letters  from  memory.  Ex¬ 
ercises  to  acquire  muscular  movement.  Use  Macmillan’s  writ¬ 
ing  book  No.  II. 

GRADES  3  AND  4. 

Correct  position.  Continue  drill  upon  exercises  for  muscular 
movement.  Copies  written  from  dictation,  using  correct  forms 
of  letters.  Writing  book  No.  III. 


GRADES  5,  (>  AND  7. 

* 

Correct  position.  Copy  books  used  more  to  aid  in  acquiring 
neatness,  as  the  shapes  of  letters  and  correct  slant  will  have 
been  learned  in  the  first  four  grades.  Writing  books  Nos.  V, 
VI,  and  VII. 


PHYSIOLOGY  AND  HYGIENE 

In  the  lower  grades  this  work  will  consist  of  talks  on  how  to 
preserve  health  thru  cleanliness,  temperance,  and  general  care 
of  the  bodv.  Let  the  aim  be  to  train  the  children  to  do  all  thev 

t 

know  to  be  best  to  form  good  habits.  In  these  lessons,  too,  the 
moral,  physical,  mental  and  social  effects  of  intemperance 
should  be  brought  out. 

Let  the  work  in  physical  training  and  in  morals  be  corre¬ 
lated  as  closely  as  possible  with  the  physiology  and  hygiene. 
Do  not  preach  but  teach  the  subject  in  such  a  just  and  enlight¬ 
ened  manner  as  not  to  beget  prejudice. 

GRADE  1. 

Give  the  work  assigned  for  first  year  pupils  in  Mirick’s  “Oral 
Lessons  in  Hygiene,”  along  with  such  supplementary  work  as 
may  be  found  necessary  to  meet  local  conditions. 


PHYSIOLOGY  AND  HYGIENE 


93 


Endeavor  to  correct  bad  habits,  and  to  establish  good  habits, 
from  the  first.  Study  the  pupils  and  note  the  progress  they 
make  from  day  to  day  in  this  respect. 

Tell  the  stories  given  in  the  text.  They  will  be  much  more 
effective  than  if  they  were  read. 

Emphasize  the  “Memory  Points”  after  they  have  been  devel¬ 
oped. 

Cultivate  habits  of  cleanliness  among  your  pupils  from  the 
first.  If  those  who  are  careless  in  this  respect  are  sent  to  the 
lavatory  a  few  times,  the  conditions  Avill  improve  rapidly. 

Have  your  pupils  maintain  good  position  while  standing,  sit¬ 
ting,  writing  and  walking. 

Be  vigilant  about  the  heat  and  ventilation  of  vour  class 
rooms  at  all  times,  for  this  has  much  to  do  with  the  health  of 
your  children. 

GRADE  2. 

Second  year  work  of  Mirick’s  “Oral  Lessons  in  Hygiene.” 
This  year  is  given  to  a  study  of  the  body  and  its  care,  of  food 
and  of  the  senses.  Special  stress  should  be  laid  on  the  hygienic 
side  of  all  of  this  work. 

Put  the  “Memory  Points”  on  the  board  at  the  close  of  each 
lesson,  and  have  them  learned.  Refer  to  them  continually  in 
order  that  they  may  help  to  form  habits. 

For  suggestions  regarding  position  of  children,  habits,  and 
heating  and  ventilation  of  the  room,  see  Grade  1. 

GRADE  3. 

Third  year  work  of  Mirick’s  “Oral  Lessons  in  Hygiene.” 
Take  six  topics  each  term. 

Study  the  stories  in  the  text  until  you  can  tell  them  in  a 
vivid  and  interesting  manner. 

Each  of  these  topics  is  very  important,  and  should  be  dwelt 
on  long  enough  to  make  the  desired  impression. 

In  connection  with  the  study  of  breathing,  the  blood,  and  the 
muscles,  show  the  importance  of  physical  exercises. 

Discourage  the  tobacco  and  alcohol  habits  by  appealing  to 
the  pupil’s  desire  for  growth  and  strength. 

Let  all  school  work  tend  to  form  regular  habits  of  doing 
things  well  the  first  time.  Make  a  beginning  in  self-government 
by  giving  the  opportunity  for  the  exercise  of  the  will  power  in 
choosing  between  right  and  wrong. 

Give  frequent  reviews  of  the  work  of  the  year  and  of  that  of 
preceding  years. 


94 


ASHEVILLE  COURSE  OP  STUDY 


GRADE  4. 

This  year  the  pupils  will  use  the  “New  Century  Physiology 
and  Hygiene”  as  a  text.  The  teacher  should  give  at  least  one 
lesson  a  week  to  be  learned  and  recited  as  is  any  other  lesson  in 
the  course. 

During  the  first  term  teach  the  first  fifteen  topics  in  the  book, 
pages  9  to  62  inclusive.  Emphasize  the  hygiene  side  in  all  of 
this  work,  esepcially  those  topics  relating  to  the  preparation 
and  digestion  of  food. 

Correlate  the  work  on  table  manners  and  strong  drinks  with 
the  lessons  in  ethics,  and  the  study  of  the  origin  of  foods  with 
the  geography  work,  as  much  as  possible. 

In  the  study  of  the  mouth  and  its  part  in  digestion,  stress 
the  importance  of  properly  caring  for  ihe  teeth,  and  endeavor 
to  see  that  the  suggestions  made  in  class  are  put  in  practice  by 
the  pupils. 

About  every  fifth  lesson  should  be  a  review  of  the  work  ac¬ 
complished  during  the  month,  and  there  should  be  a  general  re¬ 
view  at  the  end  of  the  term. 

For  the  second  term,  begin  with  the  topic  on  the  blood,  and 
carry  the  class  thru  the  topics  as  far  as  “How  We  Think,”  i.  e., 
pages  63  to  124  inclusive,  with  reviews  as  suggested  for  the  pre¬ 
ceding  term. 

Emphasize  the  hygiene  side  of  the  work  and  see  that  as  many 
as  possible  of  the  principles  are  applied  in  the  class  room,  for 
instance,  ventilation,  exercise,  deep  breathing. 

Whenever  a  simple  piece  of  apparatus  can  be  used  to  advan¬ 
tage  to  illustrate  a  point,  make  it  and  use  it — for  instance,  a 
lamp  chimney  and  small  paper  bag  to  illustrate  the  action  of 
the  lungs  in  breathing;  apparatus  to  show  the  pulse  beat. 

Stress  the  work  on  cleanliness  and  show  its  relation  to 
health.  Also  stress  the  study  of  the  care  of  the  organs  of  the 
senses. 

Have  drawings  made  of  the  chest  cavity,  showing  the  posi¬ 
tion  of  the  vital  organs,  and  also  the  heart  and  circulatory  sys¬ 
tem. 

In  the  work  on  alcoholics  and  tobacco,  stress  the  fact  that 
they  check  growth  and  strength.  Correlate  with  the  lessons  in 
ethics. 

“Things  to  Find  Out”  are  important  as  leading  to  thotful 
investigation  and  observation  of  other  natural  phenomena 
which  throw  additional  light  on  human  physiology.  Do  not 
slight  this  part  of  the  work. 


PHYSIOLOGY  AND  HYGIENE 


95 


GRADE  5. 

Give  at  least  one  lesson  a  week,  using  the  “New  Century  In¬ 
termediate  Physiology  and  Hygiene”  as  a  text.  Beginning  with 
the  topic  “How  to  Think,”  complete  the  book  during  the  first 
term. 

See  general  suggestions  in  the  outline  for  the  fourth  grade 
on  hygiene,  reviews,  apparatus,  diagrams,  and  the  work  on  alco¬ 
holics  and  tobacco. 

In  the  study  of  the  bony  framework,  show  the  necessity  for 
proper  position  at  the  desk,  proper  clothing,  etc.,  and  see  that 
these  are  had  in  the  school  life  of  each  child  as  far  as  possible. 
Watch  the  position  of  the  shoulders  while  writing,  and  see 
whether  the  feet  rest  upon  the  floor.  If  the  desk  is  too  high  or 
too  low,  have  the  seat  adjusted  if  it  is  adjustable,  or,  if  it  is 
not,  move  the  child  to  a  seat  of  the  proper  height.  Keep  a  sharp 
lookout  for  cases  of  spinal  curviture,  and  other  deformities, 
and  report  them  to  the  school  physician. 

In  teaching  the  topics  on  the  use  of  alcohol  and  tobacco,  ap¬ 
peal  to  the  child’s  desire  to  grow  and  be  strong,  agile,  and  quick 
of  mind.  In  addition  to  the  letters  given  in  the  text,  get  some 
from  the  best  local  physicians  and  have  them  read  in  the  class. 

In  connection  with  the  last  topic  on  “Cleanliness,”  take  up 
the  topic  in  the  lessons  on  Civic  Improvement,  supplementary 
to  the  Ethics  Course,  on  how  to  keep  the  city  clean ;  and  en¬ 
deavor  to  get  each  child  to  appreciate  how  important  it  is  that 
each  person  do  his  duty  in  this  respect,  if  we  are  to  have  a 
healthful  and  beautiful  city. 

In  all  the  work  this  term  bring  out  the  importance  of  having 
physical  exercises  in  the  schools  as  a  means  of  correcting  bad 
habits  of  posture,  breathing,  etc. 

In  the  second  term  take  a  systematic  review  of  the  whole 
book,  placing  emphasis  upon  those  topics  which  do  not  seem 
to  be  clear  to  the  children,  or  which  are  not  a  part  of  the  prac¬ 
tice  of  the  class  as  far  as  can  be  seen. 

The  A  class  will  not  be  required  to  take  this  review  any  fur¬ 
ther  than  they  have  covered  the  ground  in  the  preceding  grade. 


GRADE  C>. 

The  text-book  to  be  used  in  this  grade  is  “Elementary  Anat¬ 
omy,  Physiology  and  Hygiene.”  The  teacher  should  have 
several  books  of  reference  covering  the  same  ground.  These 
books  should  be  kept  where  the  pupils  can  have  access  to  them 


96 


ASHEVILLE  COURSE  OF  STUDY 


at  any  time.  Help  the  pupil  to  get  outside  ol  his  text-book  for 

information  on  the  topic  studied. 

Give  the  first  term  to  a  study  of  the  four  chapters  on  general 
physiology.  A  good  microscope  will  be  found  indispensable  for 
this  work.  If  the  work  is  attempted  with  the  text-book  alone 
as  material  for  study,  it  will  be  found  dry  to  both  teacher  and 
pupil.  Let  specimens  be  brought  to  class,  and  experiments  be 
performed,  whenever  possible.  They  will  greatly  add  to  the 
interest  and  value  of  the  work,  and  in  fact,  much  of  the  work 
should  not  be  attempted  without  them. 

Give  at  the  close  of  each  chapter  a  review  and  then  a  written 
test  to  prove  the  character  of  the  work. 

In  this  grade  again,  the  hygiene  of  living  should  be  strongly 
emphasized.  It  should  be  remembered  that  the  chief  value  of 
physiology  to  the  child  at  this  age  is  lo  enable  him  to  better 
care  for  his  body  and  to  live  a  better  life. 

In  the  second  term  take  chapters  five,  six,  and  seven,  review¬ 
ing  and  testing  at  the  close  of  each  as  suggested  for  the  first 
te r ill’s  work. 

I)o  not  fail  to  perform  the  experiments  suggested  and  any 
others  that  may  be  found  necessary  to  make  a  point  clear. 

Especial  attention  is  called  to  the  lessons  on  domestic  econ¬ 
omy,  including  menus  for  families  of  limited  means.  This  is  an 
important  part  of  this  work,  arid  should  be  given  careful  con¬ 
sideration. 

Diagrams  of  the  circulatory  and  digestive  systems  should  be 
drawn  by  the  pupils. 

See  the  suggestions  in  the  outlines  for  Grades  4  and  5  for  sug¬ 
gestions  in  regard  to  correlation  with  the  work  in  ethics  and 
that  in  geography. 

Give  at  least  one  lesson  a  week  to  this  work. 


GRADE  7. 

Complete  the  “Elementary  Anatomy,  Physiology  and  Hy¬ 
giene”  during  the  first  term  of  this  year. 

Tn  Chapter  VIII  be  sure  that  the  class  clearly  understands 
how  the  food  is  carried  to  all  parts  of  the  body.  Study  the  dia¬ 
grams  given  and  consult  others. 

Chapter  IX,  on  the  excretion  of  waste  matter,  is  important 
to  the  preservation  of  health,  and  should  be  emphasized.  The 
same  may  be  said  of  the  chapter  on  the  skin. 

In  the  chapter  on  the  special  senses,  give  more  attention  to 
securing  a  practical  knowledge  of  the  hygiene  of  the  special 


READING 


97 


organs  of  sense  than  to  the  physiological  side,  tho,  of  course, 
the  latter  is  not  to  be  neglected. 

Before  taking  up  Chapter  XII,  review  enough  of  Chapter  III 
to  answer  completely  the  seventeen  questions  at  the  beginning 
of  the  chapter.  To  teach  this  chapter  successfully,  it  will  be 
necessary  to  have  the  pupils  make  a  careful  study  of  the  ner¬ 
vous  system  from  illustrations  and  diagrams,  reproducing  the 
same  often  to  fix  the  relation  of  parts.  Make  impressive  here 
the  work  on  alcoholics  and  tobacco. 

Make  apparatus  to  illustrate  the  three  different  kinds  of 
levers  used  in  the  body,  when  studying  the  chapter  on  muscles. 
The  diagrams  will  mean  very  little  to  many  of  the  pupils,  espec¬ 
ially  the  girls. 

Work  all  of  the  experiments  and  problems  given,  and  add 
others. 

Correlate  here  with  the  work  in  physical  training,  by  showing 
the  purposes  of  the  different  kinds  of  exercises. 

Distinguish  clearly  between  voluntary  and  involuntary 
muscles. 

I)o  not  give  much  time  to  memorizing  the  names  of  bones. 
Compare  the  important  parts  of  the  skeleton  with  similar  parts 
in  the  more  familiar  mammals.  Give  special  attention  to  the 
proper  kind  of  clothing  for  unrestricted  growth  in  children  and 
youths,  and  to  the  best  postures  in  sitting,  standing,  and  walk¬ 
ing  to  ensure  growth  and  symmetry,  and  health. 

In  the  second  term  take  a  general  review  of  the  book,  spend¬ 
ing  most  time  on  the  most  important  subjects. 


READING 

Objects  to  be  attained. — 

1.  The  ability  to  get  thot  from  the  printed  page. 

2.  To  train  the  voice  and  to  teach  the  child  to  express  printed 
thot  intelligently. 

3.  To  increase  the  child’s  vocabulary  daily. 

4.  To  develop  the  feelings  and  emotions — the  spiritual  na¬ 
ture. 

5.  To  cultivate  a  lasting  taste  for  the  best  in  literature. 

Courses. — The  courses  prescribed  are  as  follows :  one  for 
regular  drill  and  supplementary  work  in  class  to  increase  the 
vocabulary  and  to  teach  the  child  how  to  read,  silently  and 


98 


ASHEVILLE  COURSE  OF  STUDY 


aloud ;  one  to  be  told  or  read  to  the  pupils  for  information,  good 
models,  and  inspiration;  and  one  which  shall  have  for  its  ob¬ 
ject  the  memorizing  of  the  best  selections  from  prose  and  verse. 

Habits  to  be  Formed. 

1.  To  look  up  meanings  and  pronunciations  of  unknown 
words. 

2.  To  look  up  unknown  places. 

3.  To  read  aloud  to  others. 

4.  To  know  the  author  and  his  motive  in  writing. 

5.  To  know  the  mechanical  construction  of  a  book,  publish¬ 
ers,  binding,  print,  etc. 

6.  To  learn  how  to  use  the  index  and  contents  to  advantage. 

7.  To  learn  to  love  good  books  and  to  start  private  libraries 
of  these. 

Suggestions. — Concert  exercises  should  be  used  sparingly 
and  then  only  for  vocal  drill  or  repeating  memory  gems. 

Remember  that  all  the  objects  and  good  habits  mentioned 
above  can  not  be  brought  out  in  each  lesson.  Concentrate  upon 
one  thing  and  keep  at  it  until  it  becomes  a  habit. 

All  method  should  be  varied,  spirited  and  rational  in  order 
to  keep  up  interest  and  accomplish  the  best  results. 

There  can  be  no  true  expression  until  the  thot  is  clear.  Seek 
clearness  first  and  expression  will  follow. 

Let  there  be  much  silent  reading  in  class  and  call  for  repro¬ 
ductions  of  this,  oral  or  written,  to  test  thot  getting. 

Prevent  halting  and  expressionless  reading  by  having  pupils 
form  the  habit  of  grasping  sentences  as  wholes,  by  keeping  the 
eye  ahead  of  the  vocal  organs. 

Good  reading  is  an  art  that  may  be  learned  by  imitation. 
Therefore  let  pupils  hear  good  readers  often. 

Too  much  criticism  by  teacher  or  pupil,  especially  adverse, 
will  repress  free  expression.  Notice  the  good  points  oftener 
than  the  weak  ones.  Encouragement  is  the  best  spur. 

The  books  mentioned  in  the  several  courses  need  not  be  read 
in  the  order  given,  and  where  made  up  of  selections  need  not 
necessarily  be  completed  nor  the  lessons  in  each  read  in  pro¬ 
gressive  order. 

So  far  as  possible  correlate  reading  with  history,  geogra¬ 
phy,  nature  and  other  subjects.  Always  be  on  the  lookout  for 
matter  outside  of  the  course  which  will  serve  to  supplement 
regular  work. 

The  aim  of  the  use  of  the  drill  books  is  to  give  the  child  in  his 
progress  exercises  of  constantly  increasing  difficulty.  The  vo- 


READING 


99 


cabularies  of  these  books  are  to  be  mastered, — use,  pronuncia¬ 
tion,  spelling  and  often  phonic  analysis. 

Good  reading  lessons  are  never  gotten  up  impromptu,  but  are 
carefully  prepared.  And  this  is  as  true  in  the  lower  as  in  the 
higher  grade  work. 

Teach  pupils  how  to  stand  and  how  to  hold  the  book  grace¬ 
fully  while  reading. 

Many  of  our  children  do  not  speak  distinctly.  There  should 
be  a  vocal  drill  of  about  five  minutes’  duration  daily  on  careful 
articulation,  pure  tones,  and  voice  training  generally  in  all 
classes. 

In  supplementary  reading  but  little  drill  work  should  be 
given.  It  should  therefore  be  easier  than  the  drill  series.  “Here 
the  fullest  freedom  should  be  granted.  The  aim  should  be  to 
test  increasingly  the  ability  of  pupils  to  read  intelligently  with¬ 
out  previous  drill,  to  interest  them  in  reading  good  books,  to 
create  in  them  a  thirst  for  knowledge,  and  to  inspire  them  with 
a  just  appreciation  of  the  beautiful  and  true  in  thot  and  word.” 
More  than  one-half  of  all  the  time  should  be  given  to  this  kind 
of  reading.  Much  of  it  may  be  done  silently,  but  in  this  case 
the  teacher  should  test  the  child’s  knowledge  of  what  he  reads. 


GRADE  1A. 

Drill  Book. — Ward’s  “Rational  Primer.”  Before  putting  the 
book  in  the  hands  of  the  pupil  give  about  six  weeks  of  daily 
practice  to  preparation  for  the  use  of  the  book  as  outlined  in 
the  teacher’s  “Manual  of  Instruction.” 

After  the  use  of  the  book  is  begun  the  directions  of  the  man¬ 
ual  should  be  carefullv  followed  to  insure  the  best  results.  The 
work  on  “blending”  should  receive  special  attention,  but  give 
little  or  no  time  to  words  given  in  the  lists  which  are  beyond 
the  pupil’s  vocabulary. 

Secure  clear  enunciation  and  good  expression  from  the  be¬ 
ginning.  The  halting  expression  common  in  the  oral  reading 
of  beginners  is  due  to  lack  of  preparation  on  the  new  words. 
The  pupil  should  be  able  to  recognize  these  at  sight  if  the  ex¬ 
pression  is  to  be  what  it  should. 

To  complete  the  primer  about  the  whole  of  the  first  term  will 
be  required.  If  there  is  time  to  spare  use  it  in  reviewing. 

No  supplementary  reading  will  be  given  during  this  term. 

Literature. — The  aims  of  this  work  should  be  (1)  to  develop 
an  interest  in  the  best  literature,  (2)  to  cultivate  the  imagina- 


100 


ASHEVILLE  COURSE  OF  STUDY 


tion,  (3)  to  present  a  model  of  good  expression,  (4)  to  create 
high  ethical  ideals. 


Tell  (and  play  when  possible),  rhymes  from  Mother  Goose, 
as  “Cock  Robin,”  “Little  Bo-Peep,”  “Little  Boy  Blue,”  etc.,  and 
such  ethical  stories,  myths,  and  fables  as  the  following: 


The  Ugly  Duckling . Andersen 

Golden  Rod  and  Aster . Cooke 

Hiawatha’s  Childhood  . Longfellow 

Ulysses  and  the  Bag  of  Winds . Homer 

Old  Pipes  and  the  1  )ryad . Stockton 

Clvtie . Cooke 

Arachne  .  Cooke 

The  Wind  and  the  Sun . Aesop 

Old  Testament  Stories . Bible 

♦ 

Legend  of  the  Sleeping  Beauty. 


SELECTIONS  FOR  MEMORIZING. 


Sweet  and  Low . Tennyson 

How  the  Leaves  Came  Down . Coolidge 

Autumn  Fires . Stevenson 

Windy  Nights . Stevenson 

What  the  Winds  Bring . Stedman 

Thanksgiving  Day . Child 

Wizard  Frost . Sherman 

Visit  of  St.  Nicholas . Moore 

Wintertime .  Stevenson 

Selections  from  Hiawatha . Longfellow 

Mother  Goose  Rhymes. 


GRADE  IB. 

Drill  Book. — Ward’s  “Rational  First  Reader.”  Follow 
closely  the  instructions  given  in  the  teacher’s  manual.  This 
hook  can  be  completed  more  rapidly  than  the  primer,  and  be¬ 
fore  the  term  closes  selections  for  supplementary  reading  can 
be  made  from  the  following: 

Hiawatha  Primer. 

Cvr’s  Primer. 

Wooster’s  Primer. 

Moses’  First  Reader. 

Literati  re.  tell  from  Hiawatha  the  stories  of  Mondamin, 


READING 


101 


Pearl  Feather,  The  Four  Winds,  Mislie-Mokwa,  and  the  Build¬ 
ing  of  the  Canoe.  Tell,  or  read,  and  play  the  following: 


Donkey  and  the  Salt . Aesop 

Secret  of  Fire . Cooke 

Hermes . Cooke 

The  Anxious  Leaf . McMurry 

How  the  Chipmunk  Got  His  Stripes . Cooke 


The  Walnut  Tree  That  Wanted  to  Bear  Tulips.  . . 

Wiltsie 

Story  of  Peter  of  Holland. 

Stories  of  Christmas  in  Other  Lands. 

Selections  from  Mother  Goose. 

SELECTIONS  FOR  MEMORIZING. 


Selections  from  Hiawatha . Longfellow 

The  Four  Winds . Sherman 

September . Jackson 

Far  Away  in  the  Northland . Cary 

Two  Little  Stockings . Poulsson 

My  Shadow  . Stevenson 

The  Duel  . Field 

What  Does  Little  Birdie  Say? . Tennyson 

Twinkle,  Twinkle,  Little  Star . Taylor 

Mother  Goose  Rhymes. 


GRADE  2 A. 

Drill  Book. — Ward’s  “Rational  Second  Reader.”  Follow  the 
instructions  of  the  manual  for  the  third  half-year’s  work,  page 
58.  Let  the  preparation  for  each  reading  lesson — drill  on  the 
phonograms  and  blending — be  carefully  made  in  order  that  the 
reading  may  be  fluent.  Where  reading  is  learned  by  phonics 
there  is  a  tendency  toward  halting  expression  unless  the  new 
words  receive  sufficient  drill  before  the  lesson  is  read.  Teachers 
will  do  well  to  look  carefully  after  this  part  of  the  work — ex¬ 
pression.  There  should  be  no  plodding  or  mere  rote  exercise 
in  the  recitation.  The  tliot  should  always  be  kept  upper¬ 
most.  If  this  is  done  the  expression  will  come  naturally.  As 
an  aid  to  fluency  and  expression  drill  for  rapidity  in  tliot 
getting  by  timing  the  class  on  paragraphs  or  pages.  The  abi¬ 
lity  to  get  the  tliot  from  the  printed  page  quickly  is  very  im¬ 
portant  and  should  be  worked  for  early.  Have  daily  work  in 
this.  Continue  the  drill  for  clear  enunciation. 


102 


ASHEVILLE  COURSE  OF  STUDY 


Supplementary  Reading.— Select  from  the  following : 
Stickney’s  First  Reader. 

Arnold’s  Stepping  Stones  to  Literature,  First  Reader. 
Baldwin’s  First  Reader. 

Oyr’s  First  Reader. 

Literature. — Continue  the  stories  from  Hiawatha.  Also 
appropriate  selections  from  Cooke’s  “Nature  Myths,”  and  Mrs. 
McMurry’s  “Classic  Stories.”  Correlate  as  closely  as  possible 
with  the  nature  and  history  work.  Also : 


Old  Testament  Stories . Bible 

Wild  Animals  . Seton 

Old  Greek  Stories  . Baldwin 

Black  Beauty  . Sewell 

The  Little  Match  Girl. 


SELECTIONS  FOR  MEMORIZING. 


The  Spider  and  the  Fly . Taylor. 

Hang  up  the  Baby’s  Stocking.  . . Little  Corporal 

Frogs  at  School  . Cooper 

October’s  Bright  Blue  Weather . Jackson 

The  Brown  Thrush . Larcom 

The  Rock-a-Bye-Lady . Field 

Blessing  of  the  Cornfields . Longfellow 

Hiawatha’s  Hunting . Longfellow 

The  Golden  Rule. 

The  Babes  in  the  Wood. 


GRADE  2B. 

Drill  Book. — Ward’s  “Rational  Third  Reader.”  All  reading 
lessons  in  this  book  should  be  prepared  as  follows:  (1)  Copy 
on  the  blackboard,  with  their  marks,  all  the  phonetic  words  of 
the  lesson  that  contain  more  than  four  phonograms  each,  and 
about  a  dozen  of  the  shorter  phonetic  words.  (2)  Have  all 
these  words  read  by  the  pupils  a  number  of  times.  Experience 
will  teach  how  much  repetition  is  necessary.  (3)  As  a  rule 
give  the  harder  words  to  the  bright  pupils,  and  the  easier  ones 
to  the  dull  pupils.  To  keep  the  dull  from  remaining  dull  give 
them  plenty  of  easy  work  to  do.  This  work  will  constitute  at 
once  a  preparation  for  the  lesson  and  the  blend  drill  for  the 
day.  For  other  suggestions  see  Grade  2 A. 


READING 


103 


Supplementary  Reading. — Make  selections  from  the  list 
for  2A  or  from  the  following: 


Robinson  Crusoe  . McMurrv 

*/ 

Grimm's  Fairy  Tales . Claxton 

Land  of  Stories . Claxton 

Aesop’s  Fables  . Stickney 


Stepping  Stones  to  Literature,  Second  Reader. 


✓ 

Literature. — Continue  the  stories  from  Hiawatha,  Cooke’s 
“Nature  Myths,”  Holbrook's  “Nature  Rhymes,”  McMurry’s 
“Classic  Stories,”  and  the  Old  Testament  stories. 


SELECTIONS  FOR  MEMORIZING. 


The  Leaves  and  the  Wind . Cooper 

Three  Bugs  . Cary 

The  Months  . Coleridge 

Grasshopper  Gray  . Butts 

Goodnight  and  Goodmornng . Houghton 

The  Owl  and  the  Pussy  Cat . Lear 

Try,  Try  Again . Anon 

I  Live  for  Those  Who  Love  Me . Anon 

Who  Stole  the  Bird's  Nest? . Child 

The  Mocking  Bird . Timrod 

Proverbs  and  Maxims. 


GRADE  3 A. 

Drill  Book. — Cvr's  “Third  Reader,”  about  one-half  com¬ 
pleted.  Make  such  selections  as  will  correlate  with  the  other 
work  and  such  as  will  suit  (lie  degree  of  development  of  the 
class.  For  the  development  of  the  reading  lesson  see  Grade 
2B.  Continue  (lie  drill  for  enunciation,  expression  and  rapid¬ 
ity  in  thot  getting.  Give,  on  an  average,  three  periods  a  week 
to  this  work. 

Supplementary  Reading. — Two  periods  a  week.  Make  se¬ 
lections  from  the  following: 

Fables  and  Folk  Stories . Scudder 

Seven  Little  Sisters.  . . Andrews 

Fifty  Famous  Stories . Baldwin 

Land  of  Stories . Claxton 

Literature. — Continue  the  work  on  tlie  Old  lestament 
stories,  nature  myths,  stories  of  wild  animals,  stories  of  Greeks 
and  Romans  selected  from  Baldwin,  Hawthorne,  and  others. 


104 


ASHEVILLE  COURSE  OF  STUDY 


Encourage  the  children  to  begin  the  collection  of  a  choice 
library  of  classics  at  home.  Correlate  the  library  reading  with 
the  class  work.  In  order  to  awaken  interest  in  the  class  room 
library,  read  frequently  parts  of  books. 

SELECTIONS  FOR  MEMORIZING. 


The  Lily . MacDonald 

The  Owl  . Tennyson 

The  One  Hoss  Shay . Holmes 

Song  of  the  Chattahoochee . Lanier 

Lady  Moon  . Houghton 

The  Barefoot  Bov . Whittier 

The  Brown  Thrush . Larcom 

Great  Wide  World . Rands 

Wynken,  Blynken,  and  Nod . Field 

Little  Sunbeams. 


GRADE  SB. 

Drill  Book. — Cyr’s  “Third  Reader”  completed.  See  sugges¬ 
tions  under  3A. 

Supplementary  Reading. — Select  from  3A  or  the  following: 


Story  of  Ulysses . Cooke 

«/  */ 

Story  of  the  Norsemen . Dawes 

Story  of  the  Pilgrims. 

Daniel  Boone. 

Story  of  Pocahontas. 

Aesop’s  Fables. 

Seaside  and  Wayside. 


Literature. — Same  as  in  3A. 

SELECTIONS  FOR  MEMORIZING. 


The  Four  Sunbeams . St.  Nicholas 

The  Wind  and  the  Moon . MacDonald 

The  Land  of  Nod .  Stevenson 

The  Children’s  Hour  . Longfellow 

The  Sandpiper  . Thaxter 

The  Three  Companions . Craik 

A  Day  . Dickinson 

The  Violet  . Taylor 

l  lie  Sword  of  Lee . Rvan 

Proverbs  and  Maxims. 


READING 


105 


GRADE  4A. 

Drill  Book. — Baldwin’s  “Fourth  Reader”  half  completed 
during  the  term.  The  reading  lesson  should  be  preceded  by  such 
conversation  as  may  be  necessary  to  prepare  the  minds  of  the 
pupils  for  the  proper  appreciation  of  the  subject  matter.  Bear 
in  mind  that  correct  expression  in  oral  reading  depends  on  the 
reader’s  appreciation  of  the  thot  and  feeling.  Continue  the 
work  of  enunciation  and  rapid  silent  reading  as  suggested  in 
3  A  and  preceding  grades. 

The  pupil  should  be  trained  to  depend  largely  on  the  con¬ 
text  for  the  meanings  of  words.  The  use  of  diacritical  marks 
should  be  taught  to  enable  the  pupil  to  use  the  dictionary  in¬ 
telligently.  When  pupils  leave  this  grade  they  should  he  able 
to  read  with  fluency  ordinary  reading  matter. 

«/  «/  o 


Supplementary  Reading. 

North  Carolina  History,  Book  1 . Allen 

Our  World  Reader.  . . . Hall 

George  Washington. 

Benjamin  Franklin. 


Stories  from  Garden  and  Field. 

Literature. — Continue  the  Old  Testament  stories,  nature 
stories  such  as  Brown’s  “Rab  and  His  Friends,”  Ollivant’s 
“Bob,  Son  of  Battle,”  and  Seton’s  “Wild  Animals.”  Also  in¬ 
clude  Browning’s  “Pied  Piper  of  Hamelin,”  stories  from  Haw¬ 
thorne’s  “Wonder  Book,”  and  “Tanglewood  Tales,’’  Hiawatha’s 
“Fasting,”  the  story  of  Bethlehem,  Lowell’s  “Rhoecus,”  and  a 
long  story  to  cultivate  the  power  of  sustained  interest,  like 
Dodge’s  “Hans  Brinker,”  or  Alcott’s  “Little  Women.” 

SELECTIONS  FOR  MEMORIZING. 


Daybreak . Longfellow 

The  Reaper  and  the  Flowers . Longfellow 

The  Day  is  Done . Longfellow 

Woodman,  Spare  that  Tree . Morris 

Those  Evening  Bells . Moore 

Robert  of  Lincoln . Bryant 

The  Sea  . Cornwall 

He  Prayeth  Best . .Coleridge 

Abou  Ben  Adhem . Hunt 


106 


ASHEVILLE  COURSE  OF  STUDY 


GRADE  4B. 

Drill  Book. — Baldwin’s  “Fourth  Reader”  completed.  For 
general  suggestions  see  Grade  4A  and  preceding  grades.  In 
all  reading  lessons  the  teacher  should  occasionally  read  aloud, 
not  for  the  purpose  of  direct  imitation  by  the  pupils,  but  to  in¬ 
crease  the  interest  in  the  subject-matter  and  to  set  a  standard 
of  good  oral  reading. 

Supplementary  Reading. — Select  from  4A  or  the  following: 


Wings  and  Fins . Johonnot 

North  Carolina  History,  Book  IT . Allen 

Paradise  of  Children . Hawthorne 

Patrick  Henry. 

Story  of  Longfellow. 

De  Soto. 


Literature. — Same  as  in  4 A  with  following:  Legends  of 
adventure  such  as  Cooper’s  “The  Deerslayer,”  and  “The 
Prairie,”  and  Baldwin’s  “Story  of  Siegfried also  “Alice  in 
Wonderland,”  Kingsley’s  “Water  Babies,”  and  Burnett’s 
“Little  Lord  Fauntleroy.” 

selections  for  memorizing. 


Sir  Galahad  . Tennyson 

The  Village  Blacksmith . Longfellow 

The  Mountain  and  the  Squirrel . Emerson 

The  Fountain  . Lowell 

The  Fairies  of  Caldon  Low . Hewitt 

The  Concord  Hymn . Emerson 

November  . Alice  Cary 

Night  and  Day . Stevenson 

The  Brook  . Tennvson 

e/ 

Proverbs  and  Maxims. 


GRADE  5A. 

Drill  Book. — The  “Song  of  Hiawatha”  completed  during  the 
term.  For  suggestions  on  enunciation,  expression,  silent  read- 
ing,  rapid  reading,  use  of  dictionary,  etc.  see  4A  and  preced¬ 
ing  grades. 

Supplementary  Reading. — Make  selections  from  the  follow¬ 
ing: 


Ten  Boys  .  . . 
Black  Beauty 


Andrews 
. .  Sewell 


READING 


107 


North  Carolina  History,  Book  III . Allen 

Stories  of  Onr  Country . Johonnot. 

King  of  the  Golden  River . Ruskin 

Literature. 

The  Wreck  of  the  Hesperus . Longfellow 

Rip  Van  Winkle . Irving 

Prince  and  Pauper . Clemens 

The  Last  of  the  Mohicans . Cooper 

Two  Little  Confederates . Page 

Tom  Brown  at  Rugby . Hughes 

The  Golden  Apples. 

Old  Testament  Stories. 

Stories  of  World  Heroes. 

Stories  of  Wild  Animals. 


SELECTIONS  FOR  MEMORIZING. 


Selected  passages  from  Hiawatha . Longfellow 

The  Blue  and  the  Gray . Finch 

Old  Ironsides  . Holmes 

The  Battle  Hymn  of  the  Republic . Howe 

The  Ship  of  State . Longfellow 

Paul  Revere’s  Ride . Longfellow 

The  Daffodils  . Wordsworth 

The  Corn  Song . Whittier 

Under  the  Greemvood  Tree . . . Shakespeare 

The  Arrow  and  the  Song . Longfellow 


GRADE  5B. 

Drill  Book. — Hawthorne's  “Tangle wood  Tales"  completed. 
See  suggestions  under  preceding  grades. 

Supplementary  Reading. — Select  from  5A  or  the  following: 


North  Carolina  History,  Book  IV . Allen 

Peasant  and  Prince . Martineau 

Pioneers  of  the  Revolution . McMurry 

Pioneers  of  the  West. 

Literature. 

Skeleton  in  Armor . Longfellow 

Little  Men . Alcott 

Snow  Image . Hawthorne 

Stories  of  the  Old  Dominion . Cooke 


108 


ASHEVILLE  COURSE  OF  STUDY 


The  Call  of  the  Wild . London 

Stories  from  the  Old  Testament. 

Aladdin  and  his  Wonderful  Lamp. 

The  Legend  of  St.  Christopher. 

Selections  from  nature  stories. 


SELECTIONS  FOR  MEMORIZING. 


Song  of  Marion’s  Men . Bryant 

Recessional  .  Kipling 

Charge  of  the  Light  Brigade . Tennyson 

Planting  the  Apple  Tree . Bryant 

The  Skylark  . Hogg 

At  Sea  . Cunningham 

When  Wilt  Thou  Save  the  People . Elliott 

The  Battle  of  Blenheim . Southey 

Maxims  and  Proverbs. 


GRADE  6A. 

Drill  Book. — Hawthorne’s  “Wonder  Book’’  completed.  See 
suggestions  in  preceding  grades. 


Supplementary  Reading. 

Robinson  Crusoe  . Defoe 

Birds  and  Bees . Burroughs 

North  Carolina  History,  Book  V . Allen 

Greek  Heroes . Kingsley 

Literature. 

Hunting  the  Grizzly . Roosevelt 

Being  a  Boy  . Werner 

Last  Days  of  Pompeii . Bulwer 

Marie  Antoinette  . Abbott 

Alexander  the  Great . Abbott 

Young  Lochinvar  . Scott 

Stories  from  the  Old  Testament. 


SELECTIONS  FOR  MEMORIZING. 


The  Bugle  Song . Tennyson 

Roll  On  . Byron 

The  Cloud  . Shelley 

The  Last  Leaf . Holmes 

O  God,  Our  Help  in  Ages  Past . Watts 


READING 


109 


My  Captain  . Whitman 

My  Native  Land . Scott 

Twenty-third  Psalm  . Bible 

Snowbound  .  Whittier 

The  Psalm  of  Life . Longfellow 


Proverbs  and  Maxims. 


GRADE  CB. 

Drill  Book. — Guerber’s  “Story  of  the  Greeks.”  See  sugges¬ 
tions  under  preceding  grades. 

Supplementary  Reading. — Select  from  6A  and  the  follow¬ 


ing: 

Miles  Standish  . Longfellow 

Evangeline  .  Longfellow 

Autobiography . Franklin 

Arabian  Nights  Entertainments. 

Nathan  Hale. 

Literature. 

Tales  of  the  White  Hills . Hawthorne 

The  Hoosier  School  boy . Eggleston 

The  Man  Without  a  Country . Hale 

Madam  How  and  Lady  Why . . . Kingsley 

Tales  from  Shakespeare . Lamb 

Christmas  Stories . Dickens 

Tales  of  a  Grandfather . Scott 

Grandfather’s  Chair . Hawthorne 

Modern  Vikings  . Boyessen 

Adventures  of  Ulvsses . Homer 

selections  for  memorizing. 

For  A’  That . Burns 

To  Autumn  . Keats 

The  Builders  . Longfellow 

One  by  One . Proctor 

The  White-footed  Deer . Bryant 

Hohenlinden . Campbell 

The  American  Flag . Drake 

The  Eve  of  Waterloo . Byron 

Lochiel’s  Warning  . Campbell 

The  Burial  of  Moses . Campbell 


110 


ASHEVILLE  COURSE  OF  STUDY 


GRADE  TA. 

Drill  Book. — Homer’s  “Iliad”  (Bryant)  about  half  com¬ 
pleted. 

The  following  is  suggested  as  a  general  plan  for  the  appre¬ 
ciative  reading  of  a  masterpiece : 

1.  Read  for  general  conception,  some  parts  read  by  the 
teacher  for  the  purpose  of  creating  a  right  atmosphere,  other 
parts  read  aloud  by  the  pupils  in  class,  minor  portions  by  pupils 
at  home. 

2.  Read  for  more  careful  treatment  of  important  parts,  the 
aim  being  to  bring  about  an  appreciation  of  the  beauty  of  the 
selection. 


Literature. 

Tom  Brown’s  School  Days . Hughes 

The  Great  Stone  Face . Hawthorne 

Idyls  of  the  King . Tennyson 

An  Appeal  to  Arms . Henry 


Selections  from  the  writings  of  Southern  authors. 
Legends  of  the  Rhine. 

Stories  from  the  Old  Testament. 

selections  for  memorizing. 


The  Bridge  . Longfellow 

To  a  Waterfowl . Bryant 

Crossing  the  Bar . Tennyson 

Sir  Galahad  . Tennyson 

Break,  Break,  Break ! . Tennyson 

Centennial  Hymn . Whittier 

The  Bivouac  of  the  Dead . O’Hara 

The  Finding  of  the  Lyre . Lowell 

Bannockburn  .  Burns 


Selections  from  the  Iliad. 


GRADE  7B. 

Drill  Book.— Homer’s  “Iliad”  (Bryant)  completed.  See  su 
gestions  under  7A. 


S' 


Supplementary  Reading. — To  be  read  at  home  and  the 
teacher  to  test: 

Tales  from  Shakespeare . Lamb 

Evangeline  . .  Longfellow 

irandfather  s  (  hair . Hawthorne 


SPELLING 


111 


Farewell  Address  . Washington 

The  Aeneid  (Crancli) . Virgil 

Literature. 

First  Bunker  Hill  Oration . Webster 

The  Princess  . Tennyson 

The  Rime  of  the  Ancient  Mariner . Coleridge 

The  Cotter’s  Saturday  night . Burns 

Tam  O’Shanter . ..Burns 

The  Vision  of  Sir  Launfal . Lowell 

The  Cathedral  . Lowell 

Lycidas  .  Milton 


Selections  from  the  Old  Testament. 

SELECTIONS  FOR  MEMORIZING. 


Good  Name  in  Man  or  Woman . Shakespeare 

The  Quality  of  Mercy . Shakespeare 

My  Heart  Leaps  Up . Wordsworth 

The  Chambered  Nautilus . Holmes 

Sound  the  Loud  Timbrel . Moore 

The  Year’s  at  the  Spring . Browning 

The  Lady  of  Shalott . Tennyson 

Antony’s  Eulogy  on  Caesar . Shakespeare 

St.  Agnes’  Eve . Tennyson 

Hymn  to  Diana . Johnson 

Selections  from  the  Iliad. 


SPELLING 

Modern  education  is  often  severely  criticised  because  of  the 
number  of  poor  spellers  yearly  turned  out  of  our  schools. 
Scholarship  is  often  judged  by  spelling,  so  that  it  behooves 
teachers  to  pay  special  attention  to  this  subject. 

What  constitutes  a  good  speller?  It  is  agreed  that  to  be  a 
good  speller  one  must  be  able  to  spell  at  least  all  the  words  one 
uses.  It  is,  therefore,  important  that  spelling  lists  include 
words  from  all  the  studies  of  the  school  course ;  but  with  the 
exception  of  proper  names  of  places  and  persons,  and  scientific 
terms,  most  of  the  words  needed  will  be  found  in  the  text-books 
on  spelling  and  in  the  vocabularies  of  the  drill  books  on  read¬ 
ing. 

The  daily  spelling  lesson  is  in  itself  but  a  poor  test  of  the 


112 


ASHEVILLE  COURSE  OF  STUDY 


pupil’s  ability  to  spell.  Watch  his  other  written  work.  If  he 
does  not  spell  correctly  the  words  he  uses  in  written  reproduc¬ 
tions,  in  language  lessons,  and  in  letters,  he  is  not  a  good 
speller.  Pupils  should  be  taught  early  to  be  sure  they  know 
how  to  spell  a  word  before  setting  it  down ;  lienee  the  value  of 
teaching  early  the  use  of  the  dictionary.  Teach  pupils  to  consult 
the  dictionary  whenever  they  are  in  the  slightest  doubt  as  to 
the  spelling  of  a  word.  Pupils  will  become  good  spellers  only 
when  they  have  formed  habits  of  correct  spelling  as  a  result 
of  use  of  the  dictionary,  drill  on  difficult  words,  and  certainty 
of  forms  before  expression. 

It  has  been  ascertained  by  experiment  and  observation  that 
some  pupils  are  “ear-minded”  in  learning,  while  others  are  “eye- 
minded.”  The  spelling  lessons  should,  therefore,  provide  for 
both  these  classes  of  children,  by  oral  and  written  lessons.  But 
it  does  not  follow  because  some  children  are  “ear-minded”  that 
they  should  depend  entirely  on  oral  spelling.  Our  chief  use  for 
spelling  is  in  writing.  They  should,  therefore,  have  extra  drill 
in  written  work  if  necessary. 

In  the  primary  grades  the  oral  lessons  should  be  mostly  in 
the  nature  of  phonic  analysis,  synthesis,  and  syllabication.  Oral 
spelling  by  naming  letters  may  be  used  occasionally  to  add  in¬ 
terest  and  to  save  time  in  reviews. 

Frequent  exercises  should  be  given  in  copying  paragraphs 
from  reading  and  other  lessons  to  cultivate  accuracy.  Dicta¬ 
tion  lessons  should  be  given  once  a  week,  and  frequently  pupils 
should  write  sentences  illustrating  the  uses  of  words  in  the 
lists. 

Phonic  spelling  lias  a  threefold  purpose:  as  an  aid  in  pro¬ 
nouncing  new  words,  as  a  help  in  spelling,  and  as  a  drill  in  arti¬ 
culation. 

In  primary  grades,  as  new  words  are  introduced  they  should 
be  written  upon  the  blackboard  and  their  meaning  developed; 
these  new  words  should  then  be  learned.  This  plan  should  be 
followed  in  all  lessons. 

Give  special  attention  to  form  and  use  of  such  common,  diffi¬ 
cult,  words  as  the  following:  write,  right;  buy,  by;  seen,  saw; 
has,  have. 

It  is  well  to  omit  words  given  in  the  spelling  lists  when  they 
have  no  relation  to  the  child’s  experience;  and  it  is  not  wise  to 
spend  much,  if  any  time  on  isolated  words.  Selection  may  be 
made  from  the  books  by  the  teacher  to  suit  the  occasion  and 
needs. 


SPELLING 


I 


113 


“Spelling  matches”  “pronouncing  matches,”  and  like  devices 
may  be  employed  to  create  and  sustain  interest  in  the  work. 

Begin  as  early  as  practicable,  say  in  the  fourth  or  fifth  grade, 
the  study  of  word  formation  :  stems,  roots,  prefixes,  and  suffixes. 

Follow  the  order  of  grades  and  lessons  in  Chancellor’s  “City 
Graded  Speller,”  Books  One  and  Two. 


TIME  ALLOTMENT  FOR  ELEMENTARY  SCHOOLS 


Based  on  the  teaching  done  in  the  two  divisions  of  each  grade, 
and  measured  in  minutes  per  week. 


ist 

2d 

3rd 

4th 

5th 

6th 

7th 

Grade 

Grade 

Grade 

Grade 

Grade 

Grade 

Grade 

0  p  e  n  i  n  g  Exercises, 

Scripture,  Prayer, 

Current  News,  etc. .  . 

75 

75 

75 

75 

75 

75 

75 

Reading  and  Literature 

500 

300 

300 

250 

250 

200 

100 

Ethics  . 

30 

30 

30 

30 

30 

30 

30 

English : 

Memory  Work 

Constructive  Work 

[  200 

200 

200 

200 

250 

250 

180 

Oral  and  Written 

Work,  Grammar 

Spelling  . . 

100 

150 

150 

100 

75 

75 

60 

Arithmetic : 

Oral  and  Written .  . 

200 

250 

250 

250 

250 

300 

300 

Geometry,  Constructive 

120 

Nature . 

25 

30 

30 

30 

15 

Geography  . 

150 

150 

150 

180 

History  and  Civics . 

15 

20 

30 

30 

30 

150 

180 

Physiology  and  Hygiene . 

15 

20 

20 

20 

20 

25 

25 

Vocal  Music  . 

60 

60 

60 

60 

60 

60 

60 

Writing . 

75 

75 

75 

75 

60 

60 

40 

Drawing  and  Manual 

Training . 

60 

60 

60 

60 

60 

60 

60 

Physical  Training . 

60 

60 

60 

60 

60 

60 

60 

Unassigned  Time . 

15 

95 

85 

35 

40 

5 

00 

Recreation . 

225 

OOK 

225 

225 

OO  X 
jLjZjO 

150 

150 

1650 

1650 

1650 

1650 

1650 

1650 

1650 

Note. — Ethics,  nature,  vocal  music,  writing,  drawing  and 
manual  training,  physical  training,  English  thru  the  first  and 
second  grades,  history  thru  the  primary  grades,  and  physiol¬ 
ogy  thru  the  primary  grades,  are  to  be  taught  to  the  whole 


114 


ASHEVILLE  COURSE  OF  STUDY 


grade  as  one  class.  The  other  subjects  are  to  be  taught  to  each 
division  of  the  grade  separately,  dividing  the  time  judiciously 
between  the  two. 

When  one  division  is  reciting,  the  teacher  should  give  the 
other  division  a  definite  amount  of  work — either  study  in  prep¬ 
aration  of  the  lessons  for  the  following  day,  or  work  to  be 
presented  later  the  same  day.  The  unassigned  time  may  be 
used  by  the  teacher  in  giving  assistance  to  individuals  or 
classes,  or  it  may  be  used  in  strengthening  the  work  in  any  sub¬ 
ject  that  seems  to  need  more  attention. 

Class  programs  are  to  be  made  out  strictly  in  accordance 
with  the  above  schedule  and  directions  unless  otherwise  pro¬ 
vided  by  the  superintendent. 


ART 

GRADE  1. 

Conversational  lesson  based  on  subjects,  to  be  given.  Simple 
landscapes,  in  black  and  white  and  in  color.  Study  of  fruits, 
vegetables,  grasses,  grains  and  flowers.  Simple  line  design. 

Instruments  and  Materials. — Pencil,  water  colors,  crayon, 
charcoal.  Drawing  paper,  colored  paper. 


GRADE  2. 

Review  first  year’s  landscape  work.  Draw  landscapes  in 
color  and  in  black  and  white,  placing  trees  in  the  distance. 
Paint  landscapes  representing  different  seasons.  Simple  de¬ 
signs  for  clay  models.  Simple  designs  for  borders  and  all-over 
patterns. 


GRADE  3. 

Landscapes  in  black  and  white  and  in  colors,  representing 
different  seasons  of  the  year.  Study  trees  in  landscape  and 
trees  alone.  Study  flowers,  fruit,  vegetables  and  grasses  in 
color  and  in  black  and  white.  Make  simple  designs  for  wall 
paper,  book  covers,  and  clay  models.  Continue  study  of  type 
solids. 


MANUAL  TRAINING 


115 


GRADE  4. 

Continue  the  work  of  the  third  year.  In  landscape  studies, 
include  objects,  as  trees,  water,  and  houses. 


GRADE  5. 

Continue  the  work  in  landscapes  with  pencil,  ink,  charcoal, 
water  colors  or  crayons.  Continue  the  work  in  fruit  and  vege¬ 
tables.  Study  of  pictures  with  finder  composition.  Perspec¬ 
tive  introduced.  Values  of  light  and  shade.  Careful  study  of 
shapes  and  growth  of  trees.  Still  life  study.  Design  con¬ 
tinued.  Study  of  life  from  pose. 


GRADE  G. 

Review  work  of  fifth  year.  Study  use  of  accented  line.  Ex¬ 
ercises  in  lettering.  Perspective  continued.  Continue  the  work 
of  design  and  study  of  life  from  pose. 


GRADE  7 

Review  the  work  of  the  sixth  grade.  Careful  study  of  still 
life.  Use  of  finder  in  composition.  Exercises  in  lettering. 
Sketches  of  landscapes  out  of  doors,  direct  from  nature.  Study 
of  composition  in  landscape  and  still  life. 


MANUAL  TRAINING 


GRADE  1. 

Free  cutting  illustrating  stories  and  songs.  Geometric  and 
simple  folding.  Clay  modeling. 

Instruments  and  Materials. — Blunt-pointed  scissors,  ruler 
graded  to  1-4  inch  only,  pencils.  Two-ply  and  three-ply  paper, 
clav,  cotton  or  wool  cord. 

Models. —  (a)  Paper  and  Cardboard :  Ruler,  Book  Mark, 
Note  Book,  Pin  Wheel,  Boat,  Table,  Envelope,  etc. 

(b )  Clay:  Bowl,  Saucer,  Jug,  Fruit  and  'N  egetables. 

(c)  Textiles:  Pasteboard  looms  with  warp  thread  1-2  inch 
apart  used  in  construction  of  hammock. 


116 


ASHEVILLE  COURSE  OF  STUDY 


Correlate  with  literature,  history,  nature,  and  geography 
when  possible. 


GRADE  2. 

Free  cutting,  more  advanced  subjects  taken  from  poses. 
Modeling  type  solids.  Modeling  familiar  objects  based  on  type 
solids.  Designs  cut  and  made  from  colored  paper. 

New  Instruments  and  Materials. — Heavier  paper,  circle 
maker,  paste,  ruler  graded  to  1-8  inch,  raphia. 

Models. —  (a)  Paper  and  Cardboard:  Mat,  Picture  Easel, 
Blotting  Pad,  Handkerchief  Case,  Pen  Wiper,  Wall  Pocket,  etc. 

(b)  Clay :  Objects  based  on  type  solids,  as  fruits,  Esqui¬ 
maux  houses,  pottery,  tiles.  More  attention  to  details,  includ¬ 
ing  simple  designs  for  above. 

(c)  Textiles :  Curtain  or  rug  weaving  upon  a  paper  box  pre¬ 
viously  made  by  pupil.  Design  for  border. 

(d)  Rapliia:  Simple  work  in  wrapping,  making  Napkin 
Ring,  Wall  Pocket,  or  Broom  Holder. 

Correlate  as  suggested. 


GRADE  3. 

Same  lines  of  work  as  those  outlined  for  second  year,  ex¬ 
tended. 

New  Instruments  and  Materials. — Ruler  graded  to  1-16 
inch,  heavier  paper,  blunt-pointed  embroidery  needle,  reed. 

Models. —  (a)  Paj)er  and  Cardboard:  Cubical  Money  Box, 
Pencil  Holder,  Postcard  Box,  Button  Basket. 

(b)  Clay:  Objects  based  on  type  solids,  animals  in  motion 
and  at  rest,  high  relief  work  using  flower  designs;  study  of 
modern  pottery,  including  potter’s  wheel,  firing  pigments,  glaz¬ 
ing  and  decoration. 

(c)  Textiles:  Study  of  development  of  weaving,  weaving  of 
a  woolen  rug  or  mat.  Work  correlated  with  art  work  thru  a 
study  of  simple  centerpiece  designing,  in  connection  with  water 
color  work.  Simple  designs  for  border. 

(d)  Raphia:  Braided  in  three  strands  resulting  in  a  Work 
Box,  Doll,  Hat,  or  Card  Receiver.  Weaving  of  Reed  Mat. 

Correlate  as  suggested. 


MANUAL  TRAINING 


117 


GRADE  4. 

Woodwork  in  its  simplest  form,  whittling,  is  begun  in  this 
grade. 

Instruments  and  Materials. — Heavy  jute  and  pulp  boards, 
one-foot  rule,  pair  of  compasses,  and  1-8  or  3-16  inch  stock. 

Models. —  (a)  Clay :  Representative  groups  such  as  Bird’s 
Nest  and  Family,  Plate  of  Fruit,  work  related  to  literature,  etc. 
Simple  molding  and  casting  in  plaster  of  Paris,  using  gelatine 
and  sand  molds. 

(b)  Textiles :  Study  modern  machine  weaving.  A  weaver’s 
loom  made  by  High  School  joinery  class  may  be  used  by  a  spe¬ 
cial  group  in  the  making  of  a  rug. 

(c)  Raphia :  Strap  Stitch  Raphia  Basket.  Original  Raphia 
Basket  decorated  in  a  simple  color  design  using  the  button-hole 
stitch. 

(d)  Woodwork :  Six-inch  Rule,  Plant  Marker,  Pencil  Sharp¬ 
ener,  Key  Tag,  Yarn  Spool,  Match  Scratch,  Thread  Winder, 
Kite  String  Reel. 

Correlate  as  suggested. 

Note. — The  amount  of  work  required  in  basketry  is  not  great 
because  of  its  limited  educational  value.  Variety  of  training 
instead  of  technical  skill  in  a  narrow  field  is  the  work  of  the 
public  school. 


GRADE  5. 

Continue  the  work  in  clay  modeling,  in  raphia,  and  in  wood¬ 
work,  applying  in  decoration  the  work  in  applied  design. 

Instruments  and  Materials. — Pencil,  sloyd  knife,  sand  pa¬ 
per,  ruler,  pair  of  compasses,  hammer,  nails,  1-8  inch  or  3-16 
inch  stock. 

Woodwork  Models.— Twine  Winder,  Arrow,  Weaving  Need¬ 
les,  Cord  Winder,  Pencil  Sharpener,  Twine  Spool,  Match 
Scratch,  Top  String  Button,  Cake  Paddle. 

Correlate  as  suggested. 


GRADE  6. 

Continue  the  work  in  clay  modeling  in  connection  with  the 
work  in  design.  Continue  the  work  in  basketry  if  thot  desirab  e. 


118 


ASHEVILLE  COURSE  OF  STUDY 


Woodwork. — Continue  the  fifth  grade  course,  with  attention 
directed  towards  problems  which  involve  constructive  work. 

Instruments  and  Materials  as  above. 

Models. — Calendar  Back,  Qua  trefoil  Mat,  Paper  Knife,  Key 
Rack,  Pen  Rack,  Pencil  Sharpener,  Letter  Opener,  Match  Box, 
Match  Scratch,  Picture  Frame. 

Bent  Iron. — This  work  may  be  taken  up  here  or  deferred 
until  later.  The  use  of  this  material  gives  opportunity  for  a 
limited  number  of  valuable  experiences  in  art  and  construc¬ 
tive  work  which  are  not  brought  out  in  any  of  the  other  mater¬ 
ials. 

Bent  iron  can  be  handled  easily  in  an  ordinary  school  room, 
inasmuch  as  it  is  tidy  work  and  the  equipment  requires  little 
space  when  not  in  use. 

Eight  fundamental  elements  and  their  simple  combinations 
are  used  as  a  basis  in  executing  the  following  models:  1.  Pen 
Rack.  2.  Tea  Mat.  3.  Easel.  4.  Bridge.  5.  Candlestick.  6. 
Picture  Frame.  7.  Glass  Holder.  8.  Wall  Pocket.  9.  Lamp 
Shade.  10.  Hall  Lamp. 

Correlate  as  suggested. 


GRADE  7. 

Instruments  and  Materials  as  above. 

Woodwork  Models. — Calendar  Back,  Fishline  Reel,  Match 
Holder,  Paper  Knife,  Penholder,  Bracket  and  Shelf,  Letter 
Opener,  Picture  Frame,  Mat  (beveled),  Corner  Bracket,  Cuti¬ 
cle  Stick,  Whisk-Broom  Holder,  Mustard  Spoon,  Salad  Fork. 


FIRST  YEAR  IN  HIGH  SCHOOL. 

Bench  Work. — For  the  first  time  in  the  course,  tools  are 
placed  in  the  hands  of  the  boys.  The  plane,  saw,  chisel,  try- 
square,  and  brace  and  bit  will  be  the  tools  most  used,  tho  the 
work  will  not  be  accomplished  by  means  of  these  alone.  Work¬ 
ing  drawings  will  be  made  by  the  use  of  drawing-board,  T- 
square,  and  triangles,  and  from  these  the  models  will  be  con¬ 
structed.  As  in  all  manual  training,  the  models  are  not  in 
themselves  the  objects  of  the  course,  but  are  merely  the  means 


PHYSICAL  TRAINING 


119  • 


employed  to  cultivate  accuracy,  thot  in  planning  work,  dex¬ 
terity  of  hand,  and  respect  for  manual  labor  skilfully  done. 

Instruments  and  Materials. — Pencil,  compasses,  drawing- 
board.  T-square,  triangles,  try-square,  back  saw,  plane,  chisels, 
brace  and  bit,  hammer,  nails,  bench-hook,  vise. 

Models. — Exercises  in  joining,  Broom  Rack,  Whisk-Broom 
Holder.  Towel  Rack.  Sleeve  Board,  Pencil  Tray,  Salt  Box,  Coat 
Hanger.  Rack  for  tools  and  other  shop  conveniences  will  be 
included  in  the  work  as  need  for  them  arises. 

The  three  remaining  years  of  the  High  School  work  will  be 
devoted  to  models  involving  the  exercises  already  used  in  addi¬ 
tion  to  mortise  and  tenon  joints  and  dovetailing.  Members  of 
the  class  may  submit  drawings,  which,  when  approved,  will  be 
the  basis  for  work  for  the  pupil  submitting  the  same.  Among 
the  models  completed  during  the  course  are  Book  Rack,  Book 
Shelves,  Flower  Pot  Stand,  Knife  Box.  Machine  Cabinet,  Foot 
Stool,  Table. 


PHYSICAL  TRAINING 

The  report  of  the  Committee  of  Fifteen  of  the  National  Edu¬ 
cational  Association.  Dr.  Wm.  T.  Harris,  U.  S.  Commissioner 
of  Education,  Chairman,  has  this  to  say  on  physical  training: 
‘*In  regard  to  physical  culture,  your  committee  is  agreed  that 
there  should  be  some  form  of  special  daily  exercises,  amount- 
ins:  in  the  aggregate  to  one  hour  each  week,  the  same  to  include 
the  main  features  of  calisthenics  and  German,  Swedish,  or 
American  systems  of  physical  training,  but  not  to  be  regarded 
as  a  substitute  for  the  old  fashioned  recess  established  to  per¬ 
mit  the  free  exercise  of  the  pupils  in  the  open  air.  Systematic 
physical  training  has  for  its  object  rather  will  training  than 
recreation,  and  this  must  not  be  forgotten ....  Systematic  phys¬ 
ical  exercise  has  its  sufficient  reason  in  its  aid  to  a  graceful  use 
of  the  limbs,  its  development  of  muscles  which  are  left  unused 
or  rudimentary  unless  called  forth  by  special  training,  and  in 
the  help  it  gives  to  the  teacher  in  the  way  of  school  disclipine. 

The  claims  put  forth  in  favor  of  physical  exercise  are: 

•'First.  It  seeks  organic  perfection.  Many  muscles,  such  as 
those  of  the  abdomen  and  chest,  the  diaphragm,  and  the  inter¬ 
costal  muscles,  under  ordinary  circumstances  are  little  exer- 


120 


ASHEVILLE  COURSE  OF  STUDY 


cised.  Special  attention  to  these  increases  the  functional  power 
of  the  vital  organs  within,  on  which  so  much  of  health  depends. 

“Second.  All  parts  of  the  body  are  developed  equally,  aiding 
the  child  in  attaining  his  maximum  growth,  and  at  the  same 
time  developing  symmetry  of  form. 

“Third.  Muscular  coordination  is  secured,  whereby  the  child 
gains  control  over  all  his  muscles,  fitting  him  to  perform  with¬ 
out  waste  of  energy  all  the  acts  which,  under  ordinary  circum¬ 
stances,  he  is  called  upon  to  do. 

“Fourth.  Grace  of  motion  is  cultivated.  This  subordina¬ 
tion  of  the  body  to  the  will  is  the  source  of  all  graceful  action. 

‘‘Fifth.  The  power  of  inhibition  cultivated  in  the  nervous 
system  by  refraining  from  all  unnecessary  movements  in  gym¬ 
nastic  work  is  of  no  small  import  when  we  consider  that  with¬ 
out  doubt  it  has  its  effect  upon  character,  strengthening  it  in 
moral  actions  demanding  self-control.” 

It  will  therefore  be  seen  that  physical  training  is  not  so  much 
an  end  in  itself  as  a  means  to  an  end.  As  to  the  pedagogical 
value  of  physical  culture,  James  Crichton  Browne,  an  eminent 
English  neurologist,  says : 

“Now  the  centers  of  motor  ideation  require  to  be  exercised  in 
order  that  they  may  be  properly  developed  and  may  contribute 
usefully  to  the  mental  processes,  and  hence  muscular  training  is 
likely  to  assume  a  more  important  and  precise  place  in  our  edu¬ 
cational  system  of  the  future  than  it  has  hitherto  done . And 

as  regards  the  motor  centers,  it  can  only  be  said  that  they  are 
well  used  when  the  muscles  with  which  they  are  in  relation  are 
well  used  also.  We  thus  see  that  an  extensive  region  of  the 
brain  in  which  the  motor  centers  are  situated,  and  which  is  of 
course  in  intimate  communication  with  all  the  other  regions  of 
the  brain,  can  only  be  fully  vigorous  when  the  whole  muscular 
system  is  fully  vigorous  also,  and  we  recognize  that  good  muscle 
work  is  essential  to  good  brain  work.” 

In  this  department  it  may  also  be  well  to  mention  again  the 
importance  of  voice  training.  A  few  minutes  should  be  devoted 
to  this  each  day  with  special  attention  to  articulation,  tone  and 
pronunciation.  This  work  might  well  come  in  at  the  physical 
exercise  period  when  natural  deep  breathing  and  good  positions 
can  be  secured.  It  is  quite  important  here  that  the  teacher  set 
the  example  of  a  good  pure  tone.  Voice  training  begins  with 
ear  training,  and  if  the  child  hears  nothing  but  good  tones  he 
will  imitate  them. 

There  is  a  special  educative  as  well  as  recreative  value  to  be 
derived  from  the  playing  of  games,  and  it  is  expected  that 


PHYSICAL  TRAINING 


121 


teachers  will  make  a  study  of  some  of  the  best  games  and  teach 
the  children  to  play  them.  “Play  has  the  hygienic  value  of  se¬ 
curing  the  greatest  amount  of  physical  work  with  the  least  ex¬ 
penditure  of  mental  effort.”  “Gymnastics  do  not  take  the  place 
of  play,  nor  does  play  take  the  place  of  gymnastics.”  These 
two  should  go  hand  in  hand  in  a  perfect  system  of  physical 
training.  Now  the  recess  is  the  time  for  recreation.  The  recess 
as  it  is  used  can  be  greatly  improved.  The  children  seem  to 
“indulge  chiefly  in  screaming  and  aimless  romping,  or  else  in 
moping  and  reading.”  How  much  better  it  would  be  if  they 
were  taught  games  suited  to  their  ages,  of  which  the  teacher 
could  have  oversight  without  interfering  enough  to  destroy 
spontaneity.  Let  the  children  bring  their  ropes,  balls,  bean 
bags,  etc.,  to  school. 

Occasionally,  while  children  are  sitting,  have  periods  of  com¬ 
plete  rest — mental  rest  in  which  the  eyes  are  closed  and  the 
mind  is  wholly  at  rest.  Have  exercises  in  devitalizing  the  eve- 
lids,  jaws,  head,  shoulders,  arms  and  whole  body,  and  exercises 
in  deep  breathing  and  yawning. 

In  the  first  grade  the  lessons  are  very  much  on  the  kinder¬ 
garten  order.  Motion  songs  and  action  pieces  with  pretty, 
catchy  words  and  music  are  given  for  rhythm  and  time.  The 
work  also  includes  simple  corrective  exercises  of  head,  legs  and 
arms,  and  skipping,  running,  and  fancy  steps  for  balance  and 
poise  of  body.  Such  games  as  all  can  enter  into  freely  are  given 
in  abundance.  Beanbags,  handkerchiefs,  ropes  and  hoops  are 
used. 

The  second  grade  has  very  much  the  same  work  as  the  first 
grade,  but  with  more  corrective  exercises  and  with  games  to 
train  quickness  of  perception,  judgment,  decision,  and  accur¬ 


acy. 

The  children  in  the  third,  fourth  and  fifth  grades  are  at  the 
age  when  they  are  growing  and  developing  very  rapidly,  and 
systematic  exercises  calling  into  play  all  the  muscles  of  the 
body,  are  given  them.  Among  these  are  exercises  that  espec¬ 
ially  affect  the  growth  of  heart  and  lung  power,  and  the  train¬ 
ing  of  nerves  and  muscles  to  obey  the  will ;  and  those  that  give 
good  poise  and  good  carriage  in  walking,  control  of  the  muscles 
that  strengthen  the  back  and  lift  up  the  chest,  and  power  to 
hold  the  body  in  a  hygienic  position.  Special  attention  is  given 
to  forming  the  habit  of  deep  breathing.  Movements  of  head, 
feet,  legs,  arms,  neck  and  trunk  are  all  given  separately  and 
then  combined,  and  with  different  time  and  rhythm.  These  ex¬ 
ercises,  while  of  the  highest  educational  value,  and  needed  as 


122 


ASHEVILLE  COURSE  OP  STUDY 


daily  drill,  are  made  as  recreative  as  possible  to  prevent  their 
becoming  monotonous.  Games  involving  competition  of  sides, 
and  skill  in  throwing  and  catching,  are  introduced  in  these 
grades.  At  first  the  children  are  clumsy  and  awkward,  but  they 
will  soon  become  graceful  and  unconscious  of  their  movements. 

The  work  in  the  sixth  and  seventh  grades  is  on  the  same  line 
as  that  in  the  third,  fourth  and  fifth  grades,  but  the  exercises 
are  more  complex,  and  require  much  concentration  of  atten¬ 
tion,  and  greater  bodily  control.  Games  are  not  given  in  such 
numbers  as  in  the  preceding  grades,  but  fancy  steps  with  grace¬ 
ful  arm  movements  are  taught,  especially  to  the  girls. 

The  seventh  grade  is  given  about  the  same  lessons  as  those 
for  the  fifth  and  sixth  grades,  with  the  addition  of  more  diffi¬ 
cult  exercises.  Change  of  rhythm  is  practiced,  and  exercises 
are  counted  as  high  as  forty  for  test  of  endurance.  Dumb-bell 
exercises  are  given  with  and  without  music. 


GRADES  1  AND  2. 

Running  and  Walking  Exercises. — Running,  skipping,  hop¬ 
ping,  and  marching  around  desks  in  fancy  figures,  in  quick 
rhythm,  with  and  without  simple  movements  of  head,  arms 
and  trunk. 

Standing  Exercises. — Simple  free  exercises  of  somewhat  un¬ 
defined  complex  movements,  or  defined  serial  movements. 

Leg  Exercises:  Closing  and  opening  feet,  raising  and  lower¬ 
ing  heels  and  toes,  and  then  alternating;  placing  feet  sideways, 
forward  and  backward. 

Head :  Bending  backward,  sideways,  left  and  right,  and  ro¬ 
tating  left  and  right  with  arm  movements. 

Arm:  Placing  hands  on  hips  or  back  of  neck,  bending  arms 
upward,  and  stretching  downward,  sideways,  forward  and  up¬ 
ward;  clapping  hands  over  head  in  front  and  back;  combined 
foot  and  arm  movements  given  quickly  on  one  count. 

Balance:  Heel  raising,  knee  bending  with  feet  close  and 
astride,  leg  raising  sideways  and  forward,  hopping  on  one  and 
on  both  feet. 

Back :  Trunk  bending  forward,  arms  bending  forward,  fling¬ 
ing  sideways,  bending  half  forward  and  flinging,  arm  rotation; 
flinging  forward  and  backward,  and  alternating. 

Lateral  Trunk :  Trunk  bending  sideways,  rotating  with 
hands  on  hips  and  neck  or  arms  bent  upward,  stretched  side¬ 
ways  and  upward ;  heels  close,  or  feet  astride. 


PHYSICAL  TRAINING 


123 


Jumping:  Jumping  and  parting  feet,  placing  them  forward 
and  backward  while  raising  arms  sideways  and  forward ;  run¬ 
ning  and  jumping  over  low  objects. 

Breathing:  Lifting  chest,  raising  arms  sideways  with  deep 
breathing.  Short  talks  on  breathing  and  fresh  air. 

Play  Movements. — Movements  suggesting  their  names: 
Jumping  Jack,  Umbrella,  Rocking  the  Cradle,  Flying  Birds, 
Windmill,  Rowing,  Chopping  Wood,  Sawing  Wood,  Stepping- 
Stones,  Ducks,  Chickens,  Crossing  Muddy  Street,  Swinging 
Pendulum,  Churning,  See-Saw,  High-Stepping  Horses,  Frogs. 

Plays. — The  King  of  France,  Indians,  Lady  Fair,  ‘Twas  This 
Way,  Shoemaker,  Train,  The  Body. 

Games. — Jack-Be-Nimble,  Touch  the  Chair,  Touch,  Changing 
Seats,  Tag,  Simon  Says,  Last  Down,  Cat  and  Mice,  Squirrel, 
Bean  Bags  in  a  Circle,  Crossing  the  Brook,  Stealing  Seats, 
Here  We  Go  Round  the  Mulberry  Bush,  Tap-Hand,  Drop  the 
Handkerchief. 


GRADES  3  AND  4. 

Running  and  Walking  Exercises. — Running,  skipping, 
marching,  facing  at  angles  of  90°  and  of  180°,  marching  with 
arm  and  trunk  movements,  marking  time,  drill  for  start  and 
halt,  simple  movements  taken  quickly  on  command  to  secure 
attention. 

Standing  Movements. — Leg:  Closing  feet,  foot  placing  side¬ 
ways,  outward,  forward,  backward,  crosswise  forward  and 
backward,  alternating  left  and  right  with  and  without  arms 
stretching  and  flinging;  hands  on  hips  or  on  neck. 

Arms :  Bending  arms  upward,  forward,  half-way  forward, 
stretching  in  all  directions  and  combining  as  many  as  four 
movements,  stretching  both  arms  left  and  right,  alternating, 
combining  these  with  foot  movements  and  sideways  bendings 
and  turnings  of  trunk. 

Balance :  Heel  raising,  knee  bending,  taken  with  feet  close, 
astride,  and  placed  outward,  forward,  and  crosswise;  head  turn¬ 
ing  and  bending  with  feet  in  same  positions,  hands  on  hips  or 
neck;  arms  raised  sideways,  forward;  marching  slowly  on  tip¬ 
toe,  raising  legs  and  arms;  standing  on  one  foot  with  alternate 
knee  bending. 

Front  of  Body :  Trunk  bending  backward  with  hands  on 


124 


ASHEVILLE  COURSE  OF  STUDY 


hips,  arms  bent  upward,  arms  stretched  upward  and  sideways; 
combine  with  leg  exercises. 

Back:  Swimming  exercise,  placing  hands  on  neck,  raising 
shoulders,  shoulder  circumduction. 

Lateral  Trunk:  Trunk  bending  and  turning  left  and  right 
with  arm  and  leg  movements. 

Jumping:  Jumping  in  place,  jumping  forward  and  back¬ 
ward  over  objects,  jumping  and  turning  at  an  angle  of  90°  or 
180°. 

Breathing:  Arms  raising  sideways  and  upward  with  leg 
raising,  knee  bending,  trunk  rotation,  arm  rotation ;  head  bend¬ 
ing  backward. 

Play  Movements. — Piling  Stones,  Steamboat,  Scooping 
Sand,  Stilts,  Chopping  Wood,  Sawing  Wood,  See-Saw. 

Plays. — The  Brownies,  Polly,  Martha  Washington,  The  Pil¬ 
grims,  The  Body. 

Games. — Thistle,  Changing  Seats,  Touch,  Bean  Bags  Over 
Head,  Last  Down,  Simple  Simon,  Down  the  Line,  Relay  Bean 
Bag,  I  Say  Stoop,  Hide  the  Thimble,  Follow  the  Leader,  End 
to  End  Bean  Bag,  Circle  Ball,  Tag,  Simon  Says,  Zig-Zag,  Toss. 

Fancy  Steps.—  March  steps  forward,  touch  steps,  swing 
steps. 


GRADES  5  AND  6. 

Marching  Exercises. — Marking  time,  marching,  facing  at 
angles  of  90°  and  of  180°;  marching  by  column,  flank,  double 
file.  Short,  quick,  lively  movements  for  attention. 

Standing  Exercises. — Head :  Bending  and  turning,  and 
combination  of  these  movements  with  leg  and  arm  exercises. 

Leg:  More  complicated  and  difficult  exercises  than  in  the 
lower  grades. 

Arm :  Combinations  of  all  arm  extentions  with  foot-placing 
in  series. 

Balance:  Difficult  balance  movements,  standing  on  one  foot 
or  the  toes  of  one  foot  and  bending  trunk  forward ;  all  “fall¬ 
out”  positions;  movements  with  head,  trunk,  and  arms. 

Front  of  body:  Trunk  bending  backward  with  all  foot  and 
arm  movements,  taken  strictly  by  command. 

Back:  Trunk  bending  forward  and  downward  with  arms 
flinging  and  stretching,  and  with  combinations;  swimming 


DOMESTIC  SCIENCE 


125 


movements,  alternate  arm  executions,  placing  hands  on  neck 
quickly,  combinations  with  “fall-out”  movements. 

Lateral  Trunk:  Same  as  lower  grades  but  more  complex. 

Breathing:  Head  exercises,  lifting  chest,  arm  raising  with 
heel  raising,  knee  bending.  Arm  and  “fall-out”  movements. 

Games. — Bean  Bags  Over  Head,  Bean  Bag  in  Circle,  Bean 
Bag  Target,  Dodge,  Catch,  Criss  Cross,  Touch,  Follow  the 
Leader,  Relay  Bean  Bag  Race,  Aisle  Run. 

Fancy  Steps. — Touch  steps,  swing  steps,  extension  steps,  hop¬ 
ping  steps,  balance  steps. 

* 

Athletics. — Fifty  yards  run,  standing  broad  jump,  run¬ 
ning  broad  jump,  standing  high  jump,  running  high  jump,  three 
standing  broad  jumps,  lioi)  step  aud  jump,  putting  the  shot. 

Outdoor  Games. — Walk,  Moon,  Walk;  Wheelbarrow  Race, 
Human  Race,  Tug  of  War,  Potato  Race,  Relay  (Pursuit)  Race, 
Obstacle  Race,  Leap  Frog  Games,  Follow  the  Leader,  Fox, 
Whip,  Tag,  Dodge  Ball. 

Athletic  Feats. — Jumping  thru  fingers,  hand  wrestling, 
the  Stooping  Stretch,  Rooster  Fight,  Skin  the  Snake. 


VOCAL  MUSIC 

The  vocal  music  course  will  be  found  in  the  “Outline  for 
Study  for  the  Modern  Music  Series.” 


DOMESTIC  SCIENCE  COURSE 


GRADE  7. 

FOOD  WORK. 


STUDY  AND  RECITATION  ROOM  WORK. 

1.  The  Human  Body. — General  structure  and  physiology  of 
the  lungs,  digestive  organs  of  excretion ;  special  study  of  diges- 
tion,  absorption,  metabolism  and  assimilation. 

2.  The  Essentials  of  Good  Health. — Good  food,  pure  air, 
pure  water,  personal  cleanliness,  and  intelligent  care  of  the 

body. 

3.  Foods. — Definitions ;  physical  and  chemical  properties; 


126 


ASHEVILLE  COURSE  OF  STUDY 


classification  according  to  compositions  into  proteids,  carbo¬ 
hydrates,  fats,  mineral  matters;  discussion  of  each  class  includ¬ 
ing  composition,  digestion,  use  in  the  body,  illustrations,  and 
source  of  supply;  the  manner  of  growth,  method  of  manufac¬ 
ture,  and  market  value  of  common  food  stuffs  under  each  class. 

4.  Air. — Composition,  physiological  uses,  oxidation  in  the 
body;  combustion — definition,  essentials,  fuels,  products. 

5.  Water. — Sources,  kinds;  chemical  and  physical  proper¬ 
ties;  effect  of  heat  and  cold;  physiological  uses;  use  as  cleans¬ 
ing  agent. 

G.  Field  of  Study  Preparatory  to  Kitchen  Laboratory 
Work. — General  care  of  kitchen  furnishings — tables,  sinks, 
refrigerators,  pantry,  range,  including  the  essentials  of  a  good 
fire,  laying  of  fire,  management  of  drafts,  and  dampers;  care  of 
utensils;  washing  of  dishes,  towels,  etc.;  study  of  tables  of 
weights  and  measures  and  abbreviations. 

KITCHEN  LABORATORY  WORK. 

1.  Experiments.— Proteids :  the  effects  of  various  degrees 
of  heat  upon  various  proteids;  carbo-hydrates,  division  into 
starches  and  sugars;  structure  of  each,  effects  of  various 
degrees  of  heat  upon  each;  fats — structure,  effects  of  heat,  etc.; 
deduction  of  principal  of  cooking  of  each  food  class. 

2.  Preparation  of  Foods. — Proteids :  cooking  of  eggs ;  car¬ 
bo-hydrates — rice,  sago,  etc.;  fats,  chocolate;  combinations  of 
food  classes — cereals,  hot  breads,  light  breads,  simple  cake  mix¬ 
tures,  cookies,  soups,  spring  vegetables. 

FIRST  YEAR  IN  HIGH  SCHOOL. 

STUDY  AND  RECITATION  ROOM  WORK. 

1.  General  Review  of  Eighth  Grade  Work,  with  further 
elaboration  of  food  classification  and  continued  study  of  food 
stuffs  with  reference  to  food  materials  contained,  classifica¬ 
tions  and  preparation  for  the  market. 

2.  Particular  Study  of  Proteids. — Meats:  Composition, 
food  value,  use  in  body,  source,  kinds — division  into  beef,  pork, 
mutton,  poultry,  game ;  market  appearance ;  cuts ;  cost ;  methods 
of  cooking;  methods  of  re-cooking  each  division;  fish — composi¬ 
tion,  food  value,  use  in  the  body,  source,  kinds — divisions  into 


DOMESTIC  SCIENCE 


127 


fisli  proper  and  shellfish,  subdivisions  of  each;  relative  food 
value;  market  appearance;  preparations  for  use;  methods  of 
cooking,  methods  of  re-cooking;  milk — composition,  food  value, 
use,  adulterations,  sterilization  and  preservation;  products  of 
milk — cream,  butter,  cheese;  eggs — composition,  food  value, 
use,  preservation,  tests  for  freshness,  methods  of  cooking;  gela¬ 
tine — composition,  food  value,  use,  how  obtained,  kinds,  mar¬ 
ket  appearance;  method  of  using;  principles  of  preparation. 

3.  Study  of  Markets. — Visits  to  various  markets;  study  of 
cuts  of  meats;  cost  of  materials;  practical  marketing;  visits  to 
mills  and  shops. 

4.  Study  of  Food  Preparation  and  Combinations. — Neces¬ 
sity  for  varied  diet;  reasons  for  cooking  foods;  planning  of 
menus  with  reference  to  food  value;  estimation  of  cost  of 
menus ;  comparison  of  economic  food  value  of  various  foods. 

5.  Field  of  Study  Preparatory  to  Work  in  Kitchen  Lab¬ 
oratory. — Continuation  of  work  commenced  in  first  year;  care 
of  the  dining  room  and  its  furnishings. 

KITCHEN  LABORATORY  WORK. 

1.  Experiments. — Effects  of  heat  and  cold,  hot  and  cold 
water,  acids  and  salt  upon  proteid  foods  studied ;  further  ex¬ 
periments  upon  carbo-hydrates  and  upon  yeasts. 

2.  Preparation  of  Foods. — Proteids :  Cooking  of  meats  and 
fish  of  all  kinds  in  various  ways;  preparation  of  milk  to  be 
used  as  a  food,  including  its  combination  with  vegetables,  eggs, 
junket,  etc.;  cooking  of  eggs  in  various  ways;  preparation  of 
gelatine;  carbo-hydrates — flour  mixture  of  all  kinds;  fats 
preparation  of  various  foods  by  frying;  combinations  of  food 
classes — breads,  beverages,  simple  puddings,  cakes,  fall  vege¬ 
tables. 

3.  Assistance  rendered  other  classes  in  the  preparation  and 
serving  of  meals. 

SECOND  YEAR. 

STUDY  AND  RECITATION  ROOM  WORK. 

1.  Study  of  Dietaries. — Balanced  rations,  and  practical 
menus  for  use  in  the  home. 

2.  Serving  of  Food. — Table  furnishings  including  linen, 


128 


ASHEVILLE  COURSE  OF  STUDY 


silver,  crystal  and  china;  laying  of  table;  serving  of  breakfast, 
dinner,  lunch  and  supper;  duties  of  host,  hostess  and  waiter; 
care  of  table  furnishings. 

3.  Study  of  Markets. — Continuation  of  work  commenced  in 
previous  year  with,  in  addition,  the  marketing  for  all  meals 
served  by  the  class;  the  keeping  of  expense  accounts,  and  the 
computation  of  exact  cost  per  meal  per  person  and  the  total 
cost  for  one  day. 

4.  Study  of  Food  Materials. — Fruits:  use  as  food,  value  as 
food,  use  of  raw  fruits,  use  of  preserved  fruits;  methods  of  pres¬ 
ervation — drying,  canning,  preserving,  pickling — the  use  of 
each  and  principles  and  methods  involved;  care  of  fresh  and 
preserved  fruits;  salads — classes,  dressings,  treatment  of  each 
class,  study  of  materials  used,  garnishing  and  serving;  pastry — 
composition,  value  as  food,  kinds,  methods  of  preparation;  pud¬ 
dings — food  value,  palatability,  usefulness,  kinds,  materials 
used,  methods  of  preparation ;  cakes — composition,  value  as 
food,  kinds,  material  used,  methods  of  preparation,  including 
combination  of  materials ;  ices  and  ice-cream — division  into 
classes,  sherbets,  ices,  creams,  etc. ;  food  value,  materials  used, 
methods  of  preparation,  freezing  and  serving  of  each. 

5.  Preservation  and  Adulteration  of  Food  Materials. — 
Preservation  by  means  of  elevation  and  reduction  of  tempera¬ 
ture,  exclusion  of  air,  compression,  drying,  extraction,  use  of 
antiseptic  substances,  use  of  acids  and  gases,  use  of  special  pre¬ 
servatives;  adulterations  not  injurious  to  health;  use  of  in¬ 
ferior  goods;  increase  of  bulk  by  use  of  cheaper  food  materials; 
adulterations  injurious  to  health,  including  use  of  colors, 
chemical  preservatives,  materials  having  no  food  value;  effects 
of  food  preservatives  and  adulteration ;  remedy — knowledge  of 
food  materials. 

G.  Field  of  Study  Preparatory  to  Invalid  Cookery. — 
Study  of  conditions  existing  in  common  diseases;  physiological 
effect  of  various  food  materials;  hygiene  and  care  of  the  sick 
room;  the  arrangement  of  dietaries  suitable  to  different  condi¬ 
tions;  serving  of  foods. 

kitchen  laboratory  and  practical  work. 

1.  Preparation  of  Foods. — Fruits:  canning,  preserving, 
pickling,  and  jelly  making;  salads — preparation  of  fruit,  vege¬ 
tables  and  meat  salads;  oil  and  egg  dressings;  pastry — pies 


DOMESTIC  SCIENCE 


129 


and  puff  paste ;  puddings— creams,  baked,  boiled,  steamed,  and 
custard  with  various  sauces ;  cakes— loaf  and  layer,  with  vari¬ 
ous  fillings;  frozen  desserts— ices,  sherbets,  ice-creams  of  vari¬ 
ous  kinds ;  combination  of  foods  in  the  preparation  of  meals. 

2.  Invalid  Cooking. — Gruels,  meats,  ices,  drinks,  broths; 
preparation  of  the  invalid  tray. 

3.  Preparation  and  Serving  of  Meals. — Marketing  for,  pre¬ 
paring  and  serving  three  meals  by  each  group  of  girls.  A  purse 
of  $2.50  is  allowed,  and  from  this  provisions  must  be  made  for 
six  invited  guests.  The  members  of  the  class  act  as  host, 
hostess,  and  waiters.  Meals  are  served  in  the  school  dining 
room. 


COURSE  IN  HOUSEHOLD  MANAGEMENT. 

JUNIOR  YEAR. 

1.  Location  of  House. — Essentials :  sunlight,  free  circula¬ 
tion  of  air,  dryness ;  discussion  of  elevation  of  site,  soil,  loca¬ 
tion  with  regard  to  contamination. 

2.  Selection  of  House. — Country  house:  character  of  soil, 
water  supply,  source  of  contamination;  city  house:  condition 
of  pavements,  gutters,  soil  and  drains. 

3.  Building  of  House. — Materials  available;  conformity  to 
use;  convenient  arrangement  of  rooms;  sanitary  arrangement 
of  cellar,  water  supply,  drainage,  ventilation,  lighting,  heating. 

4.  Drainage  and  Plumbing. — Canons  of  good  house  drain¬ 
age — application  in  selection  or  in  building  of  house;  qualities 
of  a  good  system — location  of  fixtures,  arrangement,  use  and 
care  of  various  pipes  and  fixtures. 

5.  Water  Supply. — Necessity  for  absolute  purity;  city 
supply ;  individual  supply  including  advantages  and  disadvan¬ 
tages  of  various  kinds  of  wells  and  cisterns,  their  use  and  care ; 
filtration  and  practical  tests  of  condition  of  water. 

6.  Ventilation. — Necessity  for  pure  air;  objects  of  ventila¬ 
tion  ;  real  ventilators ;  makeshift  ventilators ;  ventilation  of 
various  rooms  and  parts  of  the  house. 

7.  Heating. — Objects ;  methods,  including  a  discussion  of 
use  of  hot  air,  steam  and  hot  water ;  stoves  and  grates ;  aver¬ 
age  temperature  of  various  rooms. 


180 


ASHEVILLE  COURSE  OF  STUDY 


8.  Lighting. — Objects;  necessity  for  supply  of  air;  methods, 
including  use  of  kerosene,  gas,  electricity;  care  of  lighting  ap¬ 
paratus  ;  comparison  of  value  of  various  methods. 

9.  Furnishing. — Fundamental  principles  of  good  furnish¬ 
ing;  effect  of  furnishing  upon  health,  comfort,  and  development 
of  family;  consideration  of  floors,  walls,  windows  with  refer¬ 
ence  to  use ;  finish — materials  used,  choice  of  color,  designs,  etc. 

10.  Furnishing  and  Care  of  Different  Rooms  of  the 
House. — Kitchen :  Furniture,  floor,  walls,  windows,  sink,  cab¬ 
inets,  tables,  cupboards,  lights,  pantry ;  special  furniture  that 
contributes  to  comfort,  such  as  high  stools,  bins,  boxes,  jars, 
etc. ;  care  of  all  furniture  including  daily  and  weekly  cleaning, 
and  annual  cleaning  and  renovating  of  walls  and  floors;  dining¬ 
room — floors,  windows,  furniture,  including  table  furnishings ; 
care,  weekly  sweeping,  dusting,  crumbing  after  meals,  lighting, 
heating  and  airing;  sleeping  rooms — floors,  windows,  walls, 
closet,  furniture,  including  furnishings  of  bed;  care,  weekly 
cleaning,  removal  of  soiled  clothes,  making  of  beds,  removal  of 
slops,  dusting,  airing,  heating  and  lighting;  bath-room — floors, 
walls,  windows,  cupboard,  fixtures  (simple,  easily  kept  clean, 
in  sight)  ;  care,  airing  and  ventilation,  thoro  cleaning  and 
flushing,  use  of  disinfectants  and  deodorants. 

11.  Planning  of  House  of  Moderate  Size,  using  principles 
worked  out  in  previous  work;  furnishing  of  the  same,  with  se¬ 
lection  of  color  schemes  and  furniture  adapted  to  use  of  house. 


SEWING 

GRADE  3. 


Practice  Stitches  on  Canvas. — Running,  basting,  waist- 
seaming,  over-seaming,  catch  stitching,  cross-stitching. 

Invention. — Application  of  stitches  to  some  article  of  use  de¬ 
signed  by  pupil. 

Cotton. — Notes  on  cotton,  growth,  culture,  etc. 


GRADE  4. 

Hems  and  Hemming. — Practice  hems;  paper ,  1",  1-2",  1-4"; 


SEWING 


181 


square  and  mitred  corners ;  cloth ,  1-2"  lienq  squared  and  mitred 
corners  applied  to  muslin  square. 

Application  op  Hems,  binall  doily  designed  by  punil  out¬ 
lined  in  running  stitch ;  small  pillow-case.  1 

Practice  Band.— Small  ruffle  on  band. 

Application  of  Band. — Small  gingham  kitchen  apron. 

Invention.— Small  quilt,  handkerchief,  etc. 

Apron  for  Pupil. — Material  provided  and  done  by  pupil. 

Notes  on  Cloth. — Kinds,  manufacture,  etc. 


GRADE  5. 

Practice  Darns. — Design  of  plain  weaving,  weaving  with 
yarn  to  learn  stitch ;  design  of  square  darn  on  paper,  square 
darn  in  stockinet;  design  of  pointed  darn  on  paper,  pointed 
darn  in  stockinet. 


Application  of  Darns. — Darning  of  stockings;  designing  of 
doily,  working  of  doily  with  a  combination  of  outline  end  darn¬ 
ing  stitch. 


Doll’s  Outfit. — Scale  l-4"-l":  Drafting  of  pattern  of  skirts, 
drawers,  chemise;  making  of  garments  from  muslin,  making  of 
dress  and  hat. 


Application  of  Preceding  Principles. — Simple  dress  for 
small  girl  fitted  usually  to  self. 

Practice  Darning  in  Cloth. — Designs;  darning  on  cloth  of 
the  following  darns :  straightway,  bias,  corner,  patch. 

Application  of  Darning. — Darns  put  upon  garments.  Com¬ 
positions  on  uses,  cost,  and  manufacture  of  materials  used. 


GRADE  6. 

Practice  Patching. — Hemmed  patch  in  gingham  and  cal¬ 
ico;  over  seam  patches  in  gingham  and  linen;  circular  patches 
on  striped  materials  and  in  linen. 

Application  of  Patches. — Towels,  table  linen,  garments. 


132 


ASHEVILLE  COURSE  OF  STUDY 


Practice  Stitches  and  Patches  on  Flannel. — Fancy 
stitches,  scallops,  eyelets,  seams,  bindings. 

Applications  of  Flannel  Work. — Small  flannel  skirt. 

Practice  Seams. — Overcast,  felled,  French  bound. 

Practice  Plackets. — Hemmed,  bound,  bias,  faced,  gussets. 

Compositions  on  gingham,  flax,  and  wool  in  connection  with 
the  material  used. 


GRADE  7. 

Drafting  of  patterns  for  underclothes. 

Application  of  preceding  work  in  the  cutting,  fitting,  and 
trimming  and  making  of  a  skirt,  pair  of  drawers,  corset  cover 
or  chemise,  and  gown. 


HIGH  SCHOOL 

CLASSICAL  COURSE. 

FIRST  YEAR, 

PERIODS 

PER  WEEK.  REQUIRED  : 

5  English  and  Literature. 

5  Mathematics :  Algebra. 

5  Latin  :  Bennett’s  Foundations. 

3  History :  Greek  and  Roman. 

2  Physiology. 


SECOND  YEAR, 

PERIODS 

PER  WEEK.  REQUIRED  : 

5  English  and  Literature. 

5  Mathematics:  Algebra. 

5  Latin:  Bennett’s  Foundations;  Caesar,  and  Composition. 
3  History:  European. 

ELECT  ONE  : 

5  French. 

5  German. 


HIGH  SCHOOL  COURSE 


5 

5 

5 

3 


5 

5 


THIRD  YEAR. 


REQUIRED : 


English  Literature. 

Mathematics:  Algebra  (1);  Geometry  (4). 

History:  English. 

£oJC AA.  * 

.  ^  ^  ELECT  ONE  : 


French. 

German. 


FOURTH  YEAR. 

REQUIRED : 

English  and  Literature. 

Mathematics :  Geometry,  Algebra,  and  Arithmetic. 
Latin:  Virgil  and  Grammar. 

History  and  Civics,  and  U.  S.  History. 

ELECT  ONE  : 

French. 

German 


SCIENTIFIC  AND  TECHNICAL  COURSE. 


FIRST  YEAR. 


PERIODS 

PER  WEEK.  REQUIRED  : 

5  English  and  Literature. 

5  Mathematics:  Algebra. 

3  Physical  Geography. 

2  Physiology. 


2 

o 


Domestic  Science. 
Art. 


} 


Girls 


2  Mechanical  Drawing. 
2  Manual  Training. 


Roys 


ELECT  ONE  ? 

5  Latin. 

5  French. 

5  German. 


SECOND  YEAR. 

PERIODS 

PER  WEEK.  REQUIRED  : 

5  English  and  Literature, 

5  Mathematics :  Algebra. 


134 


ASHEVILLE  COURSE  OF  STUDY 


2 

9 

+J 

2 

2 


5 

5 


5 

5 

3 

5 

2 

2 


2 


5 

5 

5 


5 


5 


5 

5 

5 


Botany. 

Domestic  Science.  ) 

Art.  } Girls 

Mechanical  Drawing.  | 
Manual  Training.  j  ®  >0YS 

ELECT  ONE  : 

Latin. 

French. 

German. 


THIRD  YEAR. 


REQUIRED : 


English  and  Literature. 

Mathematics:  Algebra  (1)  ;  Geometry  (4). 
History :  European. 

Physics. 

Domestic  Science.  )  _ 

Art.  GlrIs 


Mechanical  Drawing. 
Manual  Training. 


ELECT  ONE  : 

Latin. 

French. 

German. 


FOURTH  YEAR. 


REQUIRED : 

English  and  Literature. 

Mathematics:  Algebra,  Geometry,  and  Arithmetic. 
History  and  Civics,  and  U.  S.  History. 

Chemistry. 

ELECT  ONE  ; 

Latin. 

French. 

German. 


The  work  of  the  school  is  divided  into  two  courses :  a  Clas¬ 
sical  Course,  and  a  Scientific  and  Technical  Course. 

The  Classical  Course  has  for  its  object  to  prepare  for  college 
where  the  literary  course  there  is  taken  leading  to  the  degree  of 
A.  B. ;  to  prepare  for  entrance  into  the  normal  colleges,  and 
to  lay  the  foundation  for  the  broadest  education.  Pupils  con- 


HIGH  SCHOOL  COURSE 


135 


templating  entering  denominational  colleges,  or  finishing 
schools,  or  pursuing  a  profession,  are  advised  to  take  this 
course. 

The  Scientific  and  Technical  Course  has  for  its  object  to  pre¬ 
pare  for  scientific,  mechanical,  and  industrial  pursuits ;  to  pre¬ 
pare  for  entrance  into  colleges  of  mechanical  and  industrial 
arts ;  and  to  prepare  for  apprenticeships  to  trades. 

These  courses  are  similar  as  to  the  work  in  English,  litera¬ 
ture,  botany,  Latin,  algebra,  and  arithmetic,  and  they  differ  as 
to  the  following  branches  and  the  amount  of  work  required  in 
each :  history,  French,  German,  art,  domestic  science,  physics, 
and  advanced  geometry. 

In  both  courses  the  number  of  recitations  a  week  prescribed 
must  be  taken ;  work  additional  to  this  may  be  taken  only  with 
the  permission  of  the  Principal.  Less  work  than  that  pre¬ 
scribed  may  be  taken  only  when  the  request  shall  be  made  in 
writing  and  shall  state  reasons  that  are  satisfactory. 

Pupils  who  make  in  any  study  an  average  of  90%  for  the 
term,  including  written  tests,  will  not  be  required  to  pass  a 
term  examination  in  that  study  provided  their  deportment  is 
excellent.  Their  record  will  be  considered  sufficient  evidence 
of  their  readiness  to  advance. 

Failing  to  show  this  evidence  in  any  study,  they  may  have  the 
privilege  of  an  examination  in  that  study  covering  the  term’s 
work,  to  show  that  they  are  ready  to  advance. 

If  70%  is  made  in  this  term  examination,  it  will  be  regarded 
as  sufficient  evidence  in  itself  that  enough  work  has  been  done 
to  advance. 

If  less  than  70%  is  made  in  the  term  examination,  the  aver¬ 
age  in  the  recitation  work  of  the  term  and  the  term  examina¬ 
tion  must  be  at  least  70%,  and  at  least  60%  must  be  made  in 
the  term  examination  before  the  pupil  can  be  advanced. 


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